School Size, Student Achievement, and the Power Rating of Poverty: Substantive Finding or Statistical ArtifactReport as inadecuate




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Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, 2006)

The proportion of variance in student achievement that is explained by student SES-"poverty's power rating," as some dub it--tends to be lower among smaller schools than among larger schools. Small schools, many claim, are able to somehow disrupt the seemingly axiomatic association between SES and student achievement. Using eighth-grade data for 215 public schools in Maine, I explored the hypothesis that this is part of a statistical artifact of the greater volatility (lower reliability) of school-aggregated student achievement in smaller schools. This hypothesis was supported when the dependent variable was mathematics achievement. In contrast, this hypothesis received no support when reading achievement served as the dependent variable. Implications for subsequent research are discussed. (Contains 3 endnotes, 8 tables, and 8 figures.)

Descriptors: School Size, Reading Achievement, Mathematics Achievement, Academic Achievement, Poverty, Socioeconomic Influences, Grade 8, Public Schools, Hypothesis Testing, Reliability, Interaction, Statistical Analysis





Author: Coladarci, Theodore

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6221&id=ED491668







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