Public school size and Hispanic student achievement in Texas: a 5-year analysis |
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| Authors: | Pamela Zoda John R Slate Julie P Combs |
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| Institution: | (1) Quantitative Methods in the Social Sciences (QMSS), Institute for Social and Economic Research and Policy (ISERP), Columbia University, 420 West 118th Street, Room 811, Mail Code 3355, New York, NY 10027, USA;(2) College of Staten Island, The City University of New York, Building 3S-224, 2800 Victory Boulevard, Staten Island, NY 10314, USA;(3) Quantitative Methods in the Social Sciences (QMSS), Institute for Social and Economic Research and Policy (ISERP), Columbia University, 420 West 118th Street, Room 820, Mail Code 3355, New York, NY 10027, USA |
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| Abstract: | 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
<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. |
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