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Peer reviewedAlspaugh, John W.; Harting, Roger D. – Journal of Research and Development in Education, 1995
Reports on a study of the transition effects of grade-level organization on student achievement as schools transitioned from self-contained to departmentalized classes. Reading, math, and social studies achievement scores of five equated rural school districts with K-4 through K-8 organization were compared. Results noted a decline in achievement…
Descriptors: Academic Achievement, Achievement Gains, Departments, Elementary Education
