There is no conclusive evidence that one grade configuration is better than another.
School districts poised on the brink of making these decisions must take into account a variety of factors. They also must consider projected
enrollments, transportation costs, number of transitions to be made by students, size
of the school and overall school goals. One thing is certain in the body of research, every transition from one configured school to another seems to disrupt the
social structure in which learning takes place, lowering achievement and participation
for many students.
- Building transitions are more disruptive for younger students than older students
- The more school transitions that students (and families) have, the less connected they feel
- Fewer transitions are less stressful for students which results in greater academic achievement
- Social capital (respect, engagement, connections) increases in neighborhood schools
- Violence/bullying decrease in frequency in neighborhood schools
- When students remain in one place longer, they build continuity with norms & relationships (peers & staff)
- School transitions are even more detrimental for disadvantaged students due to lack of relationships
- Fewer building transitions benefit students
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