Ethnic Differences in Completion Rates as a Function of School Size in Texas High Schools

Autor/inn/en	Fitzgerald, Kim; Gordon, Teandra; Canty, Antoinette; Stitt, Ruth E.; Onwuegbuzie, Anthony J.; Frels, Rebecca K.
Titel	Ethnic Differences in Completion Rates as a Function of School Size in Texas High Schools
Quelle	In: Journal of At-Risk Issues, 17 (2013) 2, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	High School Graduates; Graduation Rate; Racial Differences; White Students; African American Students; Hispanic American Students; School Size; Public Schools; High School Students; Statistical Analysis; Comparative Analysis; Parent Participation; Learner Engagement; Secondary School Curriculum; Ethnicity; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Public school; Öffentliche Schule; Statistische Analyse; Elternmitwirkung; Ethnizität
Abstract	The purpose of this study was to investigate differences in high school completion rates among White, African American, and Hispanic students enrolled in different school sizes--small, medium, and large. For this causal-comparative research design, this study utilized archival data from the Texas Education Association's Academic Excellence Accountability System. The researchers utilized a convenience sample of the state's public high school students for the 2008-2009 (n = 527 schools), 2009-2010 (n = 606 schools), and 2010-2011 (n = 549 schools) school years. Two Friedman's nonparametric repeated measures analysis of variance revealed no statistically significant differences among the three groups for small and medium schools for the 2008-2009 and 2009-2010 school years. However, for large schools, statistically significant differences emerged in favor of White students for both the 2008-2009 and 2009-2010 school years, representing large and moderate effect sizes, respectively. For the 2010-2011 school year, a statistically significant difference emerged among the three groups for small, medium, and large schools, in favor of White students. Implications are discussed. (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10