ERIC Number: ED462229
Record Type: Non-Journal
Publication Date: 2002-Mar
Reference Count: N/A
Small Works in Arkansas: How Poverty and the Size of Schools and School Districts Affect School Performance in Arkansas. Summary of Recent Research.
Rural School and Community Trust, Washington, DC.
A study examined how Arkansas students' achievement is related to poverty, school and district size, and the interaction between these factors. Achievement test scores from grades 4, 5, 7, 8, and 9 in all Arkansas schools were supplied by the Arkansas Department of Education. Poverty levels were determined by percentage of students receiving subsidized meals. Findings indicate that the higher the poverty level in a community, the more damage larger schools and school districts inflicted on student achievement. In more affluent communities, the impact of school and district size was quite small, but the poorer the community, the stronger the influence. The achievement gap between children from more affluent and those from less affluent communities was narrower in smaller schools and smaller districts, and wider in larger schools and larger districts. Smaller schools were most effective against poverty when they were located in smaller districts; they were less effective when located in larger districts. Poverty dampened student achievement most in larger schools located in larger districts. The relationship between school size, poverty, and student achievement was as much as three times greater in schools with the largest percentages of African American students. Recommendations include retaining existing smaller schools, building new small schools, and breaking up larger schools and districts. Six tables and figures present study results. (TD)
Descriptors: Academic Achievement, Black Students, Consolidated Schools, Disadvantaged, Elementary Secondary Education, Poverty, School District Size, School Size, Small Schools, Socioeconomic Influences
For full text: http://www.ruraledu.org/sapss.html.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: Rural School and Community Trust, Washington, DC.
Identifiers - Location: Arkansas