The purpose of this study was to determine if grade level configuration and student achievement in science, specifically fifth grade Science TAKS scores are related. This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth grade students' success on the science TAKS at the elementary (K-5) level in comparison to fifth grade students' success on the science TAKS at the intermediate (5-6) level. Three elementary schools and six intermediate schools comprise the convenience sample for the study. The 2009 population of the schools consisted of 3,388 fifth grade students, all of whom took the fifth grade Science TAKS in April 2009. The data was collected by obtaining reports from the Texas Education Agency's Academic Excellence Indicator System (AEIS) containing the fifth grade Science TAKS scores from the elementary and intermediate campuses selected to participate in the study. TAKS Summary Reports were also obtained from the district data management system. The z test for two independent proportions was used to test the null hypothesis. A significant difference was found (z = 9.01, p less than 0.0001). To estimate the effect size, Cohen's "d" was calculated ("d" = 0.38). These indicate that there was a strong reason to reject the null hypothesis and that there was a sufficient effect size to consider the estimated difference in proportions to be meaningful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]