Public School Size and Hispanic Student Achievement in Texas: A 5-Year Analysis

Autor/inn/en	Zoda, Pamela; Slate, John R.; Combs, Julie P.
Titel	Public School Size and Hispanic Student Achievement in Texas: A 5-Year Analysis
Quelle	In: Educational Research for Policy and Practice, 10 (2011) 3, S.171-188 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-011-9103-z
Schlagwörter	Elementary Schools; Academic Achievement; School Size; Public Schools; Hispanic American Students; Multivariate Analysis; Reading Achievement; Mathematics Achievement; Writing Skills; Texas + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Schulleistung; Public school; Öffentliche Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Multivariate Analyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Writing skill; Schreibfertigkeit
Abstract	In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here, student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small less than 400 students; small 400-799 students; and large 800-1,199 students), multivariate statistical procedures revealed the presence of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other studies. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10