Student Voluntary Participation and High School Size

Schoggen, Phil; Schoggen, Maxine

doi:10.1080/00220671.1988.10885837

Cited by 39 publications

(23 citation statements)

References 11 publications

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“…This view has been corroborated in a number of American studies reporting beneficial effects of small school size on student participation, satisfaction and dropout rates (Barker & Clump, 1964;Lindsay, 1982Lindsay, : 1984Pittman & Haughwout, 1987; Schoggen & Schoggen, 1988). In this way small schools might very well be able to 2 compensate for any disadvantages of scale.…”

Section: Introductionmentioning

confidence: 83%

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA¹

Luyten

1994

School Effectiveness and School Improvement

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BSTRACTThis paper reports the results of an investigation into the relationship between school size and achievement. The study examined the impact of school size on mathematics achievement in Dutch, Swedish, and American secondary education and on science achievement in the Netherlands. The following research questions were explored: (1) Is school size related to achievement independently of student background characteristics, such as sex, achievement motivation, socioeconomic status, and cognitive aptitude? (2) Is the effect of school size related to any of the aforementioned background characteristics? (3) Does the effect of school size on achievement differ among the educational systems of the Netherlands, Sweden, and the United States? and (4) Is the effect of school size the same for different measures of student achievement (mathematics versus science)? Datasets from two international studies sponsored by the International Association for the Evaluation of Educational Achievement were analyzed--the Second International Mathematics Study (SIMS) and the Second International Science Study (SISS). The findings found little empiri.al evidence for the existence of school-size effects on achievement in any of the three countries, possibly because school size and curriculum comprehensiveness are not strongly related in these countries. Some useful additional information regarding the robustness of the detected relationships between the five covariates and student achievement is presented. Five tables are included. Contains 39 references. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Netherlands. The analyses sought to provide an answer to the following questions:(1) Is school size related to achievement independently of student background characteristics such as sex, achievement motivation, socio-economic status and cognitive aptitude? (2) Is the effect of school size related to any of the aforementioned background characteristics? (3) Does the effect of school size on achievement differ between the educational systems of the Netherlands, Sweden and the USA? (4) Is the effect of school size the same for different measures of student achievement (mathematics versus science)? It was hypothesized that school size would be most strongly related to achievement in the USA. The analyses, however, revealed little empirical evidence for the existence of school size effects on achievement in any of the three countries, possibly because school size and curriculum comprehensiveness are not strongly related in these countries.Because the investigations involved the analysis of five separate datasets, the research outcomes revealed some useful additional information with respect to the robustness of the detected relationships between the five covariates and student achievement.

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Section: Introductionmentioning

confidence: 83%

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA¹

Luyten

1994

School Effectiveness and School Improvement

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“…A wide range of benefits were noted including higher levels of student academic achievement, morale, satisfaction, maturity and responsibility, and attendance rates. Several studies have demonstrated that high school students in smaller schools also have higher attendance rates (Lindsay, 1982) and are more likely to engage in a range of extracurricular and social activities (Grabe, 1976;Lindsay, 1982;Schoggen & Schoggen, 1988). Further, this increased participation endures into young adulthood (Lindsay, 1984).…”

Section: Engagementmentioning

confidence: 99%

School Characteristics Related to Student Engagement

Finn¹,

Voelkl²

1993

The Journal of Negro Education

297

207

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“…School size has frequently been used as a proxy for activity availability in research linking school characteristics and sports participation. The work regarding school size concludes that sports participation rates are lower in large schools (e.g., Morgan and Alwin 1980;McNeal 1999;Schoggen and Schoggen 1988;Stearns and Glennie 2010). Big schools may be able to support more sports teams, yet if sports teams limit the number of participants, many students in big schools never have the chance to play sports.…”

Section: Sports Participation: Structural Explanations For Racial Gapsmentioning

confidence: 99%

Opportunities to Play the Game: The Effect of Individual and School Attributes on Participation in Sports

Glennie

Stearns

2012

Sociological Spectrum

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Historically, African Americans and white girls have not had the same access to playing sports as white boys have had. Changes in laws led to racial integration of sports teams and equal athletic opportunities for girls. Yet, racial and gender gaps in playing sports persist, and intersections between race and gender, as well as different contexts of participation, may contribute to the gaps. This article uses structural resource and racial competition theories to examine the interactions among race, gender, and school environment to determine whether racial gaps persist for boys and girls and whether individual and school-level factors account for gender-specific racial gaps in sports participation. We combine data on every ninth-grade student in North Carolina public schools with data from school yearbooks and find that racial gaps in playing sports differ by gender, and that school factors-including opportunities schools provide to play sports-have unique influences on racial gaps for boys and girls.

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Student Voluntary Participation and High School Size

Cited by 39 publications

References 11 publications

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA¹

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA¹

School Characteristics Related to Student Engagement

Opportunities to Play the Game: The Effect of Individual and School Attributes on Participation in Sports

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Student Voluntary Participation and High School Size

Cited by 39 publications

References 11 publications

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA1

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA1

School Characteristics Related to Student Engagement

Opportunities to Play the Game: The Effect of Individual and School Attributes on Participation in Sports

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Product

Resources

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School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA¹

School Size Effects on Achievement in Secondary Education Evidence from the Netherlands, Sweden and the USA¹