Literaturnachweis - Detailanzeige
| Autor/inn/en | Howley, Craig B.; Bickel, Robert |
|---|---|
| Institution | Rural School and Community Trust, Randolph, VT. |
| Titel | When It Comes to Schooling...Small Works: School Size, Poverty, and Student Achievement. |
| Quelle | (2000), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Consolidated Schools; Disadvantaged Youth; Educational Research; Elementary Secondary Education; High Risk Students; Minority Group Children; Poverty; School Size; Small Schools; Socioeconomic Influences; Georgia; Montana; Ohio; Texas |
| Abstract | This report summarizes a series of studies on school size, poverty, and student achievement. These studies analyzed 29 sets of test scores from various grades in Georgia, Ohio, Montana, and Texas to examine the relationship between school-level performance on tests, school size, and community poverty level. The studies found that as schools become larger, the negative effects of poverty on student achievement increase. The less affluent the community served, the smaller a school should be to maximize the school's performance. The well-documented correlation between poverty and low achievement is as much as 10 times stronger in larger schools than in smaller ones in all 4 states. These benefits of smaller schools seem to be particularly important at the middle grade level where children are approaching the age when they are most at risk of dropping out of school. While children of all races are as likely to be affected by the relationship between school size, poverty, and achievement, minority children are often enrolled in schools that are too big to achieve top performance given the poverty levels in their communities. Nine tables and graphs present findings from the studies. Three Web sites on small schools are listed. (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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