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

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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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Authors and Affiliations

  1. Conroe Independent School District, Conroe, TX, USA

    Pamela Zoda

  2. Sam Houston State University, Huntsville, TX, USA

    John R. Slate & Julie P. Combs

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  1. Pamela Zoda
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  2. John R. Slate
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  3. Julie P. Combs
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Correspondence to John R. Slate.

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Zoda, P., Slate, J.R. & Combs, J.P. Public school size and Hispanic student achievement in Texas: a 5-year analysis. Educ Res Policy Prac 10, 171–188 (2011). https://doi.org/10.1007/s10671-011-9103-z

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