– There was a negative correlation between school level SES and reading at -.50, -.44 for mathematics, and -.35 for science performance.
– There was a positive correlation between school size and reading at .10, .01 for mathematics, and .07 for science performance.
– School level SES and school size had significant impact on school
performance in reading.
– School level SES had significant impact on school performance in mathematics.
– School level SES and school size had significant impact on school performance in science.
2017 - Academic Performance of African American High School Students Related to Socioeconomic Status and School Size
Researchers: Jacques M. Robinson
University Affiliation: Grand Canyon University
Email:
Research Question:
Is there a statistically significant impact of school SES and school size on school performance in reading, math, and science for African American high school students in Texas?
Published: No
Journal Name or Institutional Affiliation: N/A
Journal Entry:
Year: 2017
Findings:
Data Description:
This study built on Bandura’s (1999) social-cognitive theory.
The data needed for this study was found on the Texas Education Agency’s website. For this study, data for 1,037 traditional high schools during the 2013–2014 school year were collected.
DV: STAAR examination (state-wide assessment of reading, writing,
mathematics, science, and social studies for grades 3-11)
IV: SES at the school level (percent of students with free/reduced lunch), school size, number of African American students
Theoretical Framework:
Relevance:Race and STEM; Barriers to STEM
Archives: K-12 Integration, Desegregation, and Segregation Abstracts