Abstract
The relationship between school size and academic achievement of African-American secondary school students was examined. Data were drawn from the Texas Academic Excellence Indicator System for 1998, 1999, and 2000. Results showed greater academic achievement for AfricanAmerican students from large schools than for African-American students at medium and small schools. These findings were most consistent on nationally standardized tests. Results were least consistent for state wide tests and for end of course grades, but all differences found favored large schools. Higher attendance rates were found for students in small schools, but no differences were found for dropout or graduation rates. Regardless of relative differences related to school size, the absolute level academic achievement was unacceptably low. Results are discussed in terms of the conditional effects of school size on minorities and possible changes in the effects of school size related to recent educational reforms.
Recommended Citation
Slate, John R. and Jones, Craig H.
(2006)
"African-American Students’ Performance and Secondary School Size in the State of Texas,"
Essays in Education: Vol. 16:
Iss.
1, Article 8.
Available at:
https://openriver.winona.edu/eie/vol16/iss1/8
Unique Identifier
WSUEIE2006SPslate
