Elementary School Size and Differences in Student Progress by Gender: A Texas, Multiyear Statewide Analysis

Authors

  • Amy C. Busby Montgomery Independent School District, USA
  • Cynthia Martinez-Garcia Sam Houston State University, USA
  • John R. Slate Sam Houston State University, USA

DOI:

https://doi.org/10.32674/jise.v9i2.1837

Keywords:

School size;, Elementary, Student Achievement, STAAR, Student Progress, Reading, Mathematics, Gender

Abstract

In this investigation, the degree to which student enrollment (i.e., school size) at elementary schools was related to student progress on the State of Texas reading and mathematics state-mandated assessments was examined for boys and for girls.  Archival data available on the Texas Academic Performance Report were analyzed for the 2013-2014, 2014-2015, 2016-2017, and 2017-2018 school years.  Inferential analyses revealed the presence of statistically significant differences, with below small to small effect sizes.  Large-size schools had statistically significantly higher progress rates in reading than Small-size schools for boys and for girls.  Large-size schools also had statistically significantly higher progress rates in mathematics for boys than Small-size schools.  Results for progress rates in mathematics for girls was varied.  Implications for policy and practice, as well as recommendations for future research, are provided.

 

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Author Biographies

Amy C. Busby, Montgomery Independent School District, USA

Amy C. Busby, Ed.D., is a Director of Special Programs in Montgomery Independent School District.  Her research interests include academic achievement in public schools and school leadership.  Email: amy.busby@misd.org

Cynthia Martinez-Garcia, Sam Houston State University, USA

Cynthia Martinez-Garcia, Ed.D., is an Associate Professor in the Department of Educational Leadership at Sam Houston State University.  Her research interests include supporting and mentoring new faculty, principals, and teachers and improving student achievement.  Email: cmg021@shsu.edu

John R. Slate, Sam Houston State University, USA

John R. Slate, Ph.D., is a Full Professor in the Department of Educational Leadership at Sam Houston State University.  His major research interests involve analyses of national and state education databases for school improvement efforts. Email: profslate@aol.com

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Additional Files

Published

2021-02-21

How to Cite

Busby, A. C., Martinez-Garcia, C., & Slate, J. R. (2021). Elementary School Size and Differences in Student Progress by Gender: A Texas, Multiyear Statewide Analysis. Journal of Interdisciplinary Studies in Education, 9(2), 184–210. https://doi.org/10.32674/jise.v9i2.1837