Abstract

Although the twentieth century has witnessed two major waves ofgrade reorganization in American public. schools, little empirical evidence exists pertaining to the effects of grade span - the range of grades making up schools - on academic achievement. In the present study, a series of production functions was employed to examine the influence ofgrade span, and several control variables, on eighth-grade student performance on a state-wide test of academic achievement. Results suggested that, other things equal, the elementary setting (K-8, K-9, 3-8) surfacedas the most favorable location for the eighth grade, and the junior/senior setting the least favorable. The junior high and middle grade-span arrangements emerged as more effective than the junior/ senior setting, but less effective than the elementary grade span. These findings point to the importance of continued research on the effectiveness of policy andpractice characterizing various grade-span arrangements in which eighth grades are located, as well as on the social environment these arrangements present to the student.

How to Cite:

Wihry, D. F., Coladarci, T. & Meadow, C., (1992) “Grade Span and Eighth-Grade Academic Achievement: Evidence From a Predominantly Rural State”, Journal of Research in Rural Education 8(2), 58–70.

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