The Influence of District Size, School Size and Socioeconomic Status on Student Achievement in Washington: A Replication Study Using Hierarchical Linear Modeling. Technical Report.

Autor/inn/en	Abbott, Martin L.; Joireman, Jeff; Stroh, Heather R.
Institution	Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center.
Titel	The Influence of District Size, School Size and Socioeconomic Status on Student Achievement in Washington: A Replication Study Using Hierarchical Linear Modeling. Technical Report.
Quelle	(2002), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary School Students; Elementary Secondary Education; Junior High School Students; Poverty; School District Size; School Size; Socioeconomic Status; Student Characteristics; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Armut; School district; School districts; Size; Schuleinzugsbereich; Socio-economic status; Sozioökonomischer Status
Abstract	This study was a replication of the method used by R. Bickel and C. Howley (2000), applying the approach to Washington state academic performance of fourth and seventh graders. While Bickel and Howley focused on the 8th grade Iowa Test of Basic Skills and the 11th grade Georgia High School Graduate Test, this study examined performance on the Washington Assessment of Student Learning (WASL). Hierarchical linear modeling was used to attempt to specify the joint relationships and cross-level interactions of two structural levels (district and school) on academic performance. Data provided by the Washington State Office of the Superintendent of Public Instruction consisted of all fourth and seventh grade WASL scale scores in reading and mathematics, aggregated to the school level. Findings show that large school district size is detrimental to achievement in fourth and seventh grades in Washington in that it strengthens the negative relationship between school poverty and student achievement. This finding replicates that of Bickel and Howley. The findings did not replicate another of the Bickel and Howley findings, however, district affluence in this study did not have a significant impact over the school size-student achievement relationship. The nature and configuration of Washington schools and the nature of the WASL may explain the discrepancy between the two studies. Multilevel findings of this study argue against the simplistic conclusion that reducing school or district size will automatically improve student achievement or result in more educational equity. (Contains 4 tables, 4 figures, and 15 references.) (SLD)
Anmerkungen	For full text: http://www.spu.edu/wsrc.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC