The purpose of this quantitative study was to determine the effects of grade-span configuration on student achievement and sense of belonging. The quantitative data for this study was collected from Pennsylvania Department of Education (PDE), specifically the Future Ready PA Index site and Eidex. Additional quantitative data was collected through a parent survey using an adapted version of the New Jersey School Climate Survey. While districts alter configurations for various reasons, this study explored the impact that grade spans and the subsequent transition from school-to-school has on student achievement and sense of belonging. The findings of this study provide information related to the amount of school configurations in the state of Pennsylvania, as well as the number of transitions a student's experience as they move throughout their K-8 education. Additionally, this study provides data that determines significant differences in student achievement in English Language Arts and Math when school-to-school transitions are encountered. Finally, parent surveys were completed in high socioeconomic status schools and significant differences were noted in response means prior to and following a school-to-school transition. [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.]