The effects of transition room placement on selected achievement variables and readiness for middle school

• Main Author: Mossburg, Jack W.
• Other Authors: Drake, Suzanne V.
• Format: Others
• Published: 2011
• Subjects: Readiness for school.; School grade placement.; Performance in children.
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/178873; http://liblink.bsu.edu/uhtbin/catkey/514203

The purpose of this study was to examine the effects of transition room placement by comparing the academic achievement and readiness for middle school of two groups of fifth grade students. The Readiness Group had received an extra year of school between kindergarten and first grade which gave them a year's age advantage over the Non-readiness Group.First, second, third, and fourth grade standardized test scores were collected from students' permanent record cards and used for comparisons of academic achievement. Social, emotional, and academic readiness for middle school were judged by fifth grade teachers using an instrument developed by the researcher.An analysis of variance (ANOVA) with repeated measures was used to test five null hypotheses. A simple effects test was conducted on each hypothesis to further interpret the results. The .05 level of significance was postulated for the rejection of the five null hypotheses.The results of the study were as follows:1. At the end of first grade, the Readiness Group had a slight but not significant academic advantage. The Non-readiness Group scored significantly higher on measures of reading, mathematics and composite standardized achievement test scores at second, third, and fourth grades.2. Fifth grade teachers judged the Non-readiness Group significantly higher on behavioral characteristics that reflect social, emotional and academic readiness for middle school.The most significant educational implication is that school systems need to examine their criteria for readiness placements and evaluate the long-term benefits of this extra year of school.