An additional analysis was performed to examine the possible nonlinear effects of school size on students' ACT scores, end-of-course literacy scores, and end-of-course geometry scores. The nonlinear effects of school size was not statistically significant for the variables.Texas results of the Howley and Bickel study concur with those of Winn (2001), whose study of Texas dropout rates showed that higher ... purposes was the use of school-level poverty data rather than minority concentration, which makes it difficult to interpret findings relative ... The dependent variable was student achievement, defined as scores on the Stanford Achievement Test and the Benchmark Test.
|Title||:||The Influence of Arkansas High School Size on Achievement of African American Students|
|Author||:||Kirk R. Freeman|
|Publisher||:||ProQuest - 2008|