Literaturnachweis - Detailanzeige
| Autor/in | Bickel, Robert |
|---|---|
| Titel | School Size, Socioeconomic Status, and Achievement: A Georgia Replication of Inequity in Education. |
| Quelle | (1999), (68 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Academic Achievement; Economically Disadvantaged; Elementary Secondary Education; Enrollment; Regression (Statistics); School District Size; School Size; Socioeconomic Influences; Socioeconomic Status; Tables (Data); Georgia |
| Abstract | Recent research in West Virginia and California has linked school size to both effectiveness and equity, finding that as school size increased, the mean achievement costs for schools with less-advantaged students became more burdensome. An effort was undertaken to replicate this research in four states offering a variety of school settings and conditions. This report describes analysis of 1996-97 data from 1,626 Georgia schools using a multiple regression equation in which the dependent variable was mean achievement test score and independent variables were school size (enrollment per grade level being analyzed), percent of enrollment eligible for free or reduced-cost lunch, and a multiplicative interaction term. Various test scores were analyzed for grades 3, 5, 8, and 11. In 27 of 29 analyses, statistically significant and negative interaction effects were found, such that achievement in schools with less advantaged students decreased as school size increased. Inclusion of two additional independent variables--percent of black students and percent of other minority students--had little effect on regression results. Similar analyses for school district size did not find the size-by-socioeconomic status interaction effect. (Contains 49 references and 33 statistical data tables.) (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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