Elementary School Size and Student Progress Differences by Ethnicity/Race:

A Multiyear, Texas Study



School Size, Elementary, Student Achievement, STAAR, Student Progress, Reading, Mathematics, Ethnicity/Race


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 White, Black, and Hispanic students.  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 reading and mathematics progress rates than Small-size schools in 6 of the 9 analyses for White students.  In 6 of the 9 analyses, school size was not related to student progress in reading or mathematics for Hispanic students.  Small-size schools had statistically significantly higher progress rates in mathematics for Hispanic students than Moderate-size schools.  Large-size, Moderate-size, and Small-size schools had similar progress rates in reading and mathematics for Black students in 8 of the 9 analyses.  Implications for policy and practice, as well as recommendations for research, are provided. 


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Author Biographies

Dr. Amy Busby, Sam Houston State University

Recent Doctoral Graduate in Educational Leadership

Dr. Cynthia Martinez-Garcia, Sam Houston State University

Associate Professor, Department of Educational Leadership

Dr. John R. Slate, Sam Houston State University

Professor, Department of Educational Leadership


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How to Cite

Amy C Busby, Cynthia Martinez-Garcia, & John R Slate. (2020). Elementary School Size and Student Progress Differences by Ethnicity/Race:: A Multiyear, Texas Study. SOCIALSCI JOURNAL, 6, 166-186. Retrieved from http://purkh.com/index.php/tosocial/article/view/705



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