School district size and student performance

Driscoll, Donna A.; Halcoussis, Dennis; Svorny, Shirley

doi:10.1016/s0272-7757(02)00002-x

Cited by 59 publications

(57 citation statements)

References 14 publications

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“…For example, Trani [1] found that as district size increased the performance of students in general declined and when coupled with lowwealth students, the performance of these students declined further. These results run counter to other studies that found increases in school district size was associated with higher levels of student performance [2][3][4][5]. It has been suggested that some of the inconsistency in results seems to be contributable to the methods employed to study the hypothesized relationship (see [1]).…”

contrasting

confidence: 84%

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools. District and School Factors Affecting Student PerformanceThe association of school district composition or characteristics and student performance is not well documented and when research is available, district size appears to be the factor most often controlled for. For example, Trani [1] found that as district size increased the performance of students in general declined and when coupled with lowwealth students, the performance of these students declined further. These results run counter to other studies that found increases in school district size was associated with higher levels of student performance [2][3][4][5]. It has been suggested that some of the inconsistency in results seems to be contributable to the methods employed to study the hypothesized relationship (see [1]). Including other variables to enhance the understanding how district factors are associated with student performance are wanting and the application of methodological approaches that reflects the organization or schools and districts that may lead to more consistent findings and findings that can be readily applied to district and school reform efforts. In contrast to the lack of research understanding district factors and student performance, there has been a great deal of research on the relationship between school related factors and student achievement. The research has pointed to the influence of student wealth, race, school size, curriculum, teacher preparation, and other variables that were found to predict a reasonable degree of student outcomes [6][7][8][9][10]. For example, Ma and Klinger, in their study of New Brunswick Schools, found that how student and school factors influenced achievement varied over the ty...

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contrasting

confidence: 84%

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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“…Some research finds that the per cent of students switching schools depresses achievement (Dewey et al, 2000), although other studies find less consistent results (Brasington, 1999;Coates, 2003). Some of the empirical literature finds what our model predicts, namely poverty seems to lower student achievement (Dee, 1998;Brasington, 1999;Figlio and Stone, 2001;Driscoll et al, 2003).…”

mentioning

confidence: 52%

“…Recent literature confirms the importance of parent and peer characteristics. Student achievement is positively related to the presence of two-parent households (Brasington, 1999(Brasington, , 2007Bonesronning, 2004), parent income levels (Dee, 1998;Dewey et al, 2000;Driscoll et al, 2003), and parent or community education levels (Dee, 1998;Brasington, 1999Brasington, , 2007Dewey et al, 2000;Driscoll et al, 2003;Bonesronning, 2004). Some research finds that the per cent of students switching schools depresses achievement (Dewey et al, 2000), although other studies find less consistent results (Brasington, 1999;Coates, 2003).…”

mentioning

confidence: 99%

Transitioning Out of Poverty

2009

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We analyze the role of social environment and human capital formation in persistence of poverty and inequality. We present a Romer type variety model where the presence of economies of agglomeration in social environment may cause two basins of attraction; whereby we may interpret the lower basin as a poverty trap and the upper basin as a take-off region. We then consider the size of income transfer to regions and its effect on inequality and welfare. We provide supporting evidence of existing inequality and poverty trap using educational attainment data for the USA.

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“…A maioria deles avaliou os determinantes de desempenho escolar em cidades ou Estados norte-americanos (Aksoy, Link, 2000;Alexander, 2000;Berry, 2002;Card, Krueger, 1996;Deke, 2003;Driscoll, Halcoussis, Svorny, 2003;Figlio, 1999;Hedges, Laine, Greenwald, 1994, 1996ae 1996bHanushek, 1986Hanushek, , 1989Hanushek, Rivkin, Taylor, 1996;Iatarola, Stiefel, 2003;Jones, Zimmer, 2001;Kim, 2001;Ladd, Walsh, 2002;Loeb, Bound, 1996;Sander, 1993;Unnerver, Kerckhoff, Robinson, 2000), mas também foram encontrados estudos focalizados na realidade de países europeus (Buchel, Duncan, 1998) e de países em desenvolvimento (Lavy, Hanushek, 1993), a exemplo do Zimbábue (Nyagura, Riddel, 1993), do Brasil (Mello e Souza, 2005Azevedo et al, 2002Azevedo et al, e 2003Barros et al, 2001, Harbison, Hanushek, 1992Lockheed, Bruns, 1990), do Chile (McEwan, 2003 e da América Latina como um todo (Velez, Schiefelbein, Valenzuela, 1993), além de um estudo comparativo entre o desempenho escolar de dois sistemas educacionais (judeu e árabe) de um mesmo país (Israel), que buscou demonstrar que os recursos educacionais oferecidos aos estudantes são um determinante do desempenho acadêmico tão proeminente quanto as suas características socioeconômicas, controladas as habilidades pré-adquiridas (Lavy, 1998), e de um estudo comparativo entre 39 países, cujos resultados apontaram para o sentido contrário, isto é, o de que mais recursos educacionais não melhoram a qualidade da educação ofertada (Wö mann, 2000).…”

Section: Relação Recursos X Desempenho Em Países Em Desenvolvimentounclassified

Recursos destinados à educação e desempenho escolar: uma revisão na literatura internacional

Nascimento¹

2007

Est. Aval. Educ.

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ResumoO presente artigo parte de uma revisão da literatura econômica internacional sobre determinantes do desempenho escolar para extrair daí algumas respostas quanto ao real impacto dos recursos escolares no desempenho de estudantes ao redor do mundo. A leitura dos estudos disponíveis permite aferir que essas respostas variam, pois dependem da metodologia e da amostra utilizadas, alimentando uma polarização entre os que admitem e os que rejeitam a influência de insumos escolares no aprendizado. Contudo, observa-se uma relativa harmonia no tocante à importância das condições socioeconômicas e das habilidades previamente adquiridas para o desempenho estudantil, embora essas questões encontrem alguma objeção. Palavras-chave: recursos escolares, desempenho escolar, eficácia da escola, eficácia das políticas públicas. ResumenEste artículo hace una revisión de la literatura económica internacional sobre los factores determinantes de la performance estudiantil, con el objetivo de identificar el real impacto de los recursos escolares en el desempeño de los estudiantes al rededor del mundo. Las recercas encontradas indican que ese impacto varia a depender de la metodología y de la muestra utilizadas. El debate es basicamente polarizado entre aquellos que aceptan y aquellos que niegan algún grado de influencia de los recursos escolares en el aprendizaje. A pesar de haber una cierta concordancia sobre la importancia de las condiciones socioeconómicas y del aprendizaje anterior del pupilo en su desempeño, aún para tales factores es posible encontrar autores que la contestan. Palabras-clave: recursos escolares, desempeño estudiantil, eficacia de la escuela, eficacia de las políticas públicas. * Agradeço ao Prof. Dr. Robert E. Verhine, da Universidade Federal da Bahia (UFBA), por ler e discutir comigo este artigo ao longo de sua elaboração, e ao Prof. Dr. José Sérgio Gabrielli de Azevedo, por ter orientado o meu trabalho de conclusão do curso de Economia durante o período em que o capítulo de revisão de literatura, que deu origem a este artigo, foi escrito. Agradeço, ainda, aos membros da Banca Examinadora, Prof. Dr.Luís Filgueiras e Prof. Dr. André Garcez Ghirardi, e a Luiz Ricardo Cavalcante. Educacional, v. 18, n. 36, jan./abr. 2007 116 Abstract This article provides a review of the international economic literature on the factors that affect student achievement in order to search for some evidence of the real impact of school resources on student achievement around the World. The available studies show that such evidence varies according to the methodology and the sample used in each of them. Basically the debate is polarized by those who accept and those who reject a certain degree of influence of school resources on learning. Both sides agree on the importance of students' socioeconomic status and previous knowledge for good academic achievement, although authors can be found who contest even the role of such factors. Estudos em Avaliação

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School district size and student performance

Cited by 59 publications

References 14 publications

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Transitioning Out of Poverty

Recursos destinados à educação e desempenho escolar: uma revisão na literatura internacional

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