School Size, Student Achievement, and the "Power Rating" of Poverty: Substantive Finding or Statistical Artifact?

Autor/in	Coladarci, Theodore
Titel	School Size, Student Achievement, and the "Power Rating" of Poverty: Substantive Finding or Statistical Artifact?
Quelle	(2006), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Size; Reading Achievement; Mathematics Achievement; Academic Achievement; Poverty; Socioeconomic Influences; Grade 8; Public Schools; Hypothesis Testing; Reliability; Interaction; Statistical Analysis; Maine + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Armut; Sozioökonomischer Faktor; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Hypothesenprüfung; Hypothesentest; Reliabilität; Interaktion; Statistische Analyse
Abstract	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.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10