Differences in Academic Performance by School District Size for Students in Special Education: A Multiyear, Statewide Investigation

1
John R. Slate
John R. Slate
2
Glenn E. Barnes Jr.
Glenn E. Barnes Jr.
3
George W. Moore
George W. Moore
4
Cynthia Martinez-Garcia
Cynthia Martinez-Garcia
1 Cleveland ISD, Sam Houston State University

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In this empirical statewide, multiyear analysis, the extent to which the academic performance of students enrolled in special education was influenced by school district student enrollment was determined. Five years of Texas statewide data on the Texas Assessment Knowledge & Skills Reading, Mathematics, Science, Social Studies, and Writing exams were analyzed as a function of three school district sizes: (a) small-size (up to 1,599 students); (b) moderate-size (1,600 to 9,999 students); and (c) large-size (10,000 or more students). Inferential statistical procedures revealed that students in special education who were enrolled in large-size school districts had statistically significantly higher passing rates on all five exams than did students in special education who were enrolled in either moderate-size or small-size school districts for all 5 years. Effect sizes were small.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

John R. Slate. 2017. \u201cDifferences in Academic Performance by School District Size for Students in Special Education: A Multiyear, Statewide Investigation\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 17 (GJHSS Volume 17 Issue G2): .

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GJHSS Volume 17 Issue G2
Pg. 19- 29
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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March 22, 2017

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In this empirical statewide, multiyear analysis, the extent to which the academic performance of students enrolled in special education was influenced by school district student enrollment was determined. Five years of Texas statewide data on the Texas Assessment Knowledge & Skills Reading, Mathematics, Science, Social Studies, and Writing exams were analyzed as a function of three school district sizes: (a) small-size (up to 1,599 students); (b) moderate-size (1,600 to 9,999 students); and (c) large-size (10,000 or more students). Inferential statistical procedures revealed that students in special education who were enrolled in large-size school districts had statistically significantly higher passing rates on all five exams than did students in special education who were enrolled in either moderate-size or small-size school districts for all 5 years. Effect sizes were small.

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Differences in Academic Performance by School District Size for Students in Special Education: A Multiyear, Statewide Investigation

Glenn E. Barnes Jr.
Glenn E. Barnes Jr.
John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University
George W. Moore
George W. Moore
Cynthia Martinez-Garcia
Cynthia Martinez-Garcia

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