The Relationship Between PreK-5 and K-5 Elementary School Size and Student Achievement of Grade 5 Students on the Mat7 in SC for the School Years 1996-97 and 1997-98
Clarendon SC School District
Determine whether a relationship exists between school size and student achievement in reading and in math in SC public elementary schools.
Journal Name or Institutional Affiliation:
University of South Carolina
- Study found no significant relationship between school size and reading or mathematics achievement. Results were consistent across two sets of samples for each achievement area and across two years, thus increasing the validity of the study and the reliability of the findings.
- The study affirmed that the most significant predictor of student achievement was school's socioeconomic status which had a strong, negative correlation with achievement in all four samples.
- Per pupil expenditures had a small, positive, and significant correlation with student achievement in this sample indicating that schools which spent more on instruction produced higher reading achievement.
- The percentage of African-American students was a significant predictor of achievement in the 1988 MAT7 reading sample. The negative correlation indicted that schools with higher percentages of African-American students demonstrated lower reading achievement in that sample.
Academic Achievement, Math, Racial Composition, Reading, SES Composition, School Characteristics
Secondary Survey Data
Method of Analysis:
PreK-5 and K-5 public schools in SC 96-97 & 97-98
Unit of Analysis:
- The MAT7 (Metropolitan Achievement Test) was chosen as the instrument to measure student achievement because it is nationally standardized, norm referenced test which assesses students in the areas of reading, math, and language.
- Demographic data needed for each school were collected from the SC Department of Education.
- DV: Mean scales scores of grade five students on the 1997 and 1998 spring administrations of the Metropolitan Achievement Test (student achievement in reading, and math).
- IV: School size (number of fifth grade students tested, also known as cohort size), grade structure, pupil-teacher ratio, percentage of students on the free and reduced lunch program, amount of teacher experience, level of teacher education, gender, racial composition of the school (percentage of African Americans students among the number of tested), school operating costs, and community setting
- Two different years (1996-97 and 1997-98) were studied as separate samples for each of the two achievement areas in order to strengthen internal validity and reliability.