NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ806062
Record Type: Journal
Publication Date: 2006-Nov-3
Pages: 26
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1068-2341
School Size, Student Achievement, and the "Power Rating" of Poverty: Substantive Finding or Statistical Artifact?
Coladarci, Theodore
Education Policy Analysis Archives, v14 n28 p1-26 Nov 2006
The proportion of variance in student achievement that is explained by student SES--"poverty's power rating," as some call it--tends to be lower among smaller schools than among larger schools. Smaller schools, many claim, are able to somehow disrupt the seemingly axiomatic association between SES and student achievement. Using eighth-grade data for 216 public schools in Maine, I explored the hypothesis that this in part is a statistical artifact of the greater volatility (lower reliability) of school-aggregated student achievement in smaller schools. This hypothesis received no support when reading achievement served as the dependent variable. In contrast, the hypothesis was supported when the dependent variable was mathematics achievement. For reasons considered in the discussion, however, I ultimately concluded that the latter results are insufficient to affirm the statistical-artifact hypothesis here as well. Implications for subsequent research are discussed. (Contains 6 figures, 10 tables, and 4 footnotes.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maine