Literaturnachweis - Detailanzeige
Autor/inn/en | Busby, Amy C.; Martinez-Garcia, Cynthia; Slate, John R. |
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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 |
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 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 |