This study assessed if there are significant differences in the academic achievement of Alabama's public school sixth grade students relative to the configuration of the schools they attend. Further, this study sought to determine if the differences varied with regard to the students' gender, ethnicity, and socio-economic status. The population for this study included 242 schools that were randomly selected from 636 schools housing sixth grade students within the state of Alabama. Descriptive and inferential statistics, (Analysis of Variance (ANOVA), Bonferroni Multiple Comparison, and Kruskal-Wallis tests) were used to compare school configuration to students' academic achievement and the interaction effects on school configuration and student achievement when using gender, ethnicity, and socio-economic status as independent variables. There were no statistically significant differences among students experiencing the sixth grade in the K through 6, 6 through 8, or K through 12 school settings. When gender, socio-economic, and ethnicity were used as additional independent variables, significant differences were found. These findings suggested that the differences among students' gender, ethnicity, and socio-economic status placed students at a greater risk within varying configurations. This was evident as Whites, females, and non-poverty students performed at higher levels on the 2006--2007 ARMT and SAT 10.
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机译：BUZZ-YO-CHILD是一种袋装标签设备，其发明目的是在上学期间协助学生和家长。本发明将有助于使交通平稳地流过停靠降落区。大多数学校目前在放学期间面临许多问题，包括交通拥堵，学生坐在阳光下以及猜测父母何时开车经过。 Buzz Yo Child将在学校Wi-Fi系统上运行，并且家长将具有Buzz-Yo-Child应用程序，以将蜂鸣器警报发送到行李牌，以警告学生其父母在排队等候接送。
