ERIC Number: ED471547
Record Type: Non-Journal
Publication Date: 2002-Nov
Reference Count: N/A
The Effects of Poverty, Ethnicity, and Special Education Status on Louisiana School Performance Scores.
Lindsey, Sara J.; Fillippino, Tonja M.
The Louisiana high stakes testing program has raised questions about equity issues. Students from lower socioeconomic groups are less likely to have access to quality penetration tools, and, like minority students, are less likely to have knowledge and skills of their more affluent peers. Students in special education have needs that place them at a higher risk of school and work failure, and the high stakes environment conflicts with many of the practical realities of regular and special education. This study examined the effects of poverty, race, and special education status on School Performance Scores (SPS) in Louisiana. Data from 1,054 Louisiana public schools for the year 2000 were collected from the Louisiana Department of Education Web site, and the independent variables recoded into discrete groups of low, medium, and high for three variables, numbers of students classified as living in poverty, belonging to a minority, or classified as needing special education. The data were analyzed using a three-way analysis of variance. Results show a statistically significant three-way interaction with the mean of the low group (m=103.27, standard deviation=11.24), significantly higher than that of the high group (m=56.88, sd=14.10). However, more research is suggested in order to ascertain the precise relationship between the variables. (Contains 3 tables and 16 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana