Abstract
The author review the limited evidence regardingg grade-span configuration effects on academic achievement and other outcomes. A small group of studies, where researchers attempted to accoubt for confounding variables, report positive effects for less fragmented grade spans (e.g.. grades k-8 vs. 6-8). The meaning and implications of these results are discussed.
How to Cite:
Coladarci, T. & Hancock, J., (2002) “Grade-Span Configuration”, Journal of Research in Rural Education 17(3), 189–192.
Rights: Copyright
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