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ERIC Number: ED433986
Record Type: Non-Journal
Publication Date: 1999-Aug
Pages: 67
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
School Size, Socioeconomic Status, and Achievement: A Texas Replication of Inequity in Education with a Single-Unit School Addendum.
Bickel, Robert
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 6,288 Texas 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 10. In 9 of 10 analyses, statistically significant and negative interaction effects were found, such that achievement in schools with less advantaged students decreased as school size increased. Effects were very strong for grades 8 and 10. Similar analysis for district size found no effects for grades 3 and 5, but a significant negative main effect was found for grades 8 and 10, such that achievement levels for all students decreased as district size increased. Separate analysis of size effects in 132 single-unit (K-12) schools, which averaged much smaller enrollments per grade level than other schools, found very few interaction effects and a weakened direct effect of socioeconomic status. (Contains 47 references and 27 statistical data tables.) (SV)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas