ERIC Number: EJ939828
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Reference Count: 61
Public School Size and Hispanic Student Achievement in Texas: A 5-Year Analysis
Zoda, Pamela; Slate, John R.; Combs, Julie P.
Educational Research for Policy and Practice, v10 n3 p171-188 Oct 2011
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.
Descriptors: Elementary Schools, Academic Achievement, School Size, Public Schools, Hispanic American Students, Multivariate Analysis, Reading Achievement, Mathematics Achievement, Writing Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas