School Size, Characteristics, and Outcomes

Fowler, William J.; Walberg, Herbert J.

doi:10.2307/1164583

Cited by 41 publications

(34 citation statements)

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“…For instance, in a detailed investigation of school size effects on school outcomes (Fowler and Walberg, 1991), school and teacher characteristics were measured and correlated with many outcome variables, but school diversity had been practically ignored. The Fowler and Walberg study indicates that small school size has a positive effect on educational outcomes.…”

Section: Discussionmentioning

confidence: 99%

Classroom diversity and teachers' perspectives of their workplace

Chen

Goldring

1994

Urban Rev

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The diverse and heterogeneous classroom is considered one of the best vehicles for providing both effective education and equal opportunity to students of diverse sociocultural backgrounds and academic abilities. This study explores the impact of the social and academic diversity of the class on teachers' perspectives about their schools as a workplace. Data gathered from an anonymous questionnaire administered to all secondary-school teachers in a medium-size industrial city in Israel indicate that classroom diversity is correlated negatively with the average academic ability of the classroom, and positively with class size and frequent disciplinary problems. Findings also show that less experienced teachers are more likely to be assigned to diverse classrooms. The study suggests that the effects of classroom diversity on teachers' perspectives of their workplaces are strong and significant.

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Section: Discussionmentioning

confidence: 99%

Classroom diversity and teachers' perspectives of their workplace

Chen

Goldring

1994

Urban Rev

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“…Overall, school influence (e. g., expenses per pupil, "teacher-pupil" ratio) on the choice of university is ambiguous [Fowler, Walberg, 1991;Hanushek, 1997]. However, there is empirical evidence to suggest that pupils of specialized schools demonstrate higher academic performance than those from general education schools (e. g. [Gamoran, 1996]).…”

Section: Results Of Research Onmentioning

confidence: 99%

Barriers Limiting Access to Quality Higher Education in the Context of the USE: Family and School as Constraining Factors

Prakhov¹

2015

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Abstract. Despite massification of higher education in Russia and standardized entry examinations, candidates may still encounter some obstacles while trying to enter a university. Access to higher education can be limited at different levels: personal (lack of competencies required to enter a specific university), family (social and cultural status of parents), or institutional (the schooling system). Being affected by these factors, a candidate might only qualify for a non-selective university offering curricula of lower quality. This paper uses the data provided by the Monitoring of Education Markets and Organizations and by the ranking assessing the quality of admission to higher education institutions to evaluate the factors affecting the choice of university based on the level of its selectivity. It appears that opting for a selective higher education institution not only depends on the USE (Unified State Exam) points obtained by the candidate (the major criterion of admission in the Russian Federation) but is also determined by the factors that are not directly associated with the candidate's skills: father's education, financial standing of the family, its cultural capital, school characteristics (type of school, specialization in the class), and the amount of financial investments in test preparation courses. All together, these factors challenge the equality of opportunities for candidates and the accessibility of quality higher education for students from low-income families.

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“…The conventional view that economies of size exist in education has been challenged by a series of recent studies on the effects of large schools on student performance (Fowler and Walberg 1991;Friedkin and Necochea 1988;Haller 1992;Lee and Smith 1997). Much of this research has focused on schools rather than districts, and production functions rather than cost functions.…”

Section: Costs Of Consolidationmentioning

confidence: 99%

Does School District Consolidation Cut Costs?

Duncombe

Yinger

2007

Education Finance and Policy

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Over the last 50 years, consolidation has dramatically reduced the number of school districts in the United States, and state governments still recommend consolidation, especially in rural school districts, as a way to improve school district efficiency. However, state policies encouraging consolidation are often challenged on the grounds that they do not lead to cost savings and instead foster learning environments that harm student performance. Existing evidence on this topic comes largely from educational cost functions, which indicate that instructional and administrative costs are far lower in a district with 3,000 pupils than in a district with 100 pupils. However, research on the cost consequences of consolidation itself is virtually nonexistent. This paper fills this gap by evaluating the cost impacts of consolidation in rural school districts in New York over the 1985 to 1997 period. Holding student performance constant, we find evidence that school district consolidation substantially lowers operating costs, particularly when small districts are combined.The operating cost savings ranges from 22 percent for two 300-pupil districts to 8 percent for two 1,500-pupil districts. In contrast, consolidation lowers capital costs only for relatively small districts, and capital costs increase substantially when two 1,500-pupil districts come together. Overall, consolidation is likely to lower the costs of two 300-pupil districts by over 20 percent, to lower the costs of two 900-pupil districts by 7 to 9 percent, and to have little, if any, impact on the costs of two 1,500-pupil districts. State aid to cover the adjustment costs of consolidation appears to be warranted, but only in relatively small districts.

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School Size, Characteristics, and Outcomes

Cited by 41 publications

References 0 publications

Classroom diversity and teachers' perspectives of their workplace

Classroom diversity and teachers' perspectives of their workplace

Barriers Limiting Access to Quality Higher Education in the Context of the USE: Family and School as Constraining Factors

Does School District Consolidation Cut Costs?

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