Elementary School Size and Student Progress Differences by Ethnicity/Race: A Multiyear, Texas Study

Autor/inn/en	Busby, Amy C.; Martinez-Garcia, Cynthia; Slate, John R.
Titel	Elementary School Size and Student Progress Differences by Ethnicity/Race: A Multiyear, Texas Study
Quelle	In: Journal of Interdisciplinary Studies in Education, 9 (2020) 2, S.184-210 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2166-2681
Schlagwörter	School Size; Elementary Schools; Elementary School Students; Reading Achievement; Mathematics Achievement; Racial Differences; Ethnicity; Correlation; Hispanic American Students; African American Students; White Students; Achievement Gains; Enrollment Trends; Texas + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Ethnizität; Korrelation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Achievement gain; Leistungssteigerung
Abstract	In this investigation, the degree to which student enrollment (i.e., school size) at elementary schools was related to student progress on the State of Texas reading and mathematics state-mandated assessments was examined for White, Black, and Hispanic students. Archival data available on the Texas Academic Performance Report were analyzed for the 2013-2014, 2014-2015, 2016-2017, and 2017-2018 school years. Inferential analyses revealed the presence of statistically significant differences, with below small to small effect sizes. Large-size schools had statistically significantly higher reading and mathematics progress rates than Small-size schools in 6 of the 9 analyses for White students. In 6 of the 9 analyses, school size was not related to student progress in reading or mathematics for Hispanic students. Small-size schools had statistically significantly higher progress rates in mathematics for Hispanic students than Moderate-size schools. Large-size, Moderate-size, and Small-size schools had similar progress rates in reading and mathematics for Black students in 8 of the 9 analyses. Implications for policy and practice, as well as recommendations for research, are provided. (As Provided).
Anmerkungen	STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01