Public school size and Hispanic student achievement in Texas: a 5-year analysis

2011 ◽  
Vol 10 (3) ◽  
pp. 171-188 ◽  
Author(s):  
Pamela Zoda ◽  
John R. Slate ◽  
Julie P. Combs
Keyword(s):  
Student Achievement ◽  
Public School ◽  
School Size ◽  
Hispanic Student ◽  
Hispanic Student Achievement

scholarly journals Hispanic Student Achievement: An Investigation of Various Factors and the Effects on Hispanic High School API scores in California

2010 ◽  
Vol 1 (1) ◽  
pp. 53-84
Author(s):  
Eleni V. Papailias
Keyword(s):  
High School ◽  
Student Achievement ◽  
High Schools ◽  
High School Student ◽  
Social Factors ◽  
Public High Schools ◽  
Hispanic Student ◽  
Policy Makers ◽  
Hispanic Student Achievement ◽  
Specific Factors

The purpose of this study is to determine specific factors that influence changes in Hispanic API scores in California public high schools. The study’s design examines various high school, student, and social factors that may be signifi-cantly correlated to Hispanic academic perfor-mance. The findings reveal that policy-makers and educational administrators must consider multi-faceted solutions in creating greater suc-cess in the Hispanic student population.

scholarly journals School size, student achievement, and the "power rating" of poverty: Substantive finding or statistical artifact?

2006 ◽  
Vol 14 ◽  
pp. 28 ◽  
Author(s):  
Theodore Coladarci
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Reading Achievement ◽  
Mathematics Achievement ◽  
School Size ◽  
Eighth Grade ◽  
Subsequent Research ◽  
Statistical Artifact

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.

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