The Matthew Project: State Report for Ohio.

Autor/in	Howley, Craig B.
Institution	Ohio State Univ., Columbus.; Appalachia Educational Lab., Charleston, WV.
Titel	The Matthew Project: State Report for Ohio.
Quelle	(1999), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Correlation; Economically Disadvantaged; Elementary Secondary Education; Enrollment; Regression (Statistics); Rural Schools; School District Size; School Size; Small Schools; Socioeconomic Influences; Socioeconomic Status; Tables (Data); Ohio + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Einschulung; Regression; Regressionsanalyse; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; School districts; Size; Schuleinzugsbereich; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	Previous studies found that the small size of schools or school districts mitigated the negative influence of poverty on academic achievement in California, Alaska, and West Virginia. The Matthew Project extends this research in four additional states selected to provide varied settings. Ohio is a very diverse, urbanized state with a large population that nonetheless contains a numerically large rural population. In this report, Ohio data were used in regression equations that predict overall school or district achievement from measures of size, socioeconomic status (SES), and the product of size and SES. These equations illuminate possible "excellence effects" of size by showing which communities (based on SES-level) may benefit or lose from increases in school or district size. Equity effects of size on achievement were also tested by computing the correlation between SES and achievement in groups of larger and smaller schools and districts. Strong evidence was found for both excellence and equity effects of size in Ohio. Across grade levels, smaller schools or districts benefited impoverished communities while larger units benefited more affluent communities. These effects increased in magnitude toward the extremes of SES. Re-analysis by locale found a direct negative effect of school size on achievement in urban and suburban areas and a strong interactive effect of size in rural areas and small towns. Results suggest that some Ohio schools and districts are too large, and in most impoverished communities, schools should be substantially smaller. Appendices include a regression model and statistical data. (Contains 30 references and 15 data tables.) (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC