ISSN Print: 2472-9450  ISSN Online: 2472-9469
International Journal of Psychology and Cognitive Science  
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Differences in Graduation Rates as a Function of High School Size for Students of Poverty: A Texas Multiyear, Statewide Study
International Journal of Psychology and Cognitive Science
Vol.4 , No. 1, Publication Date: Jan. 16, 2018, Page: 18-26
787 Views Since January 16, 2018, 766 Downloads Since Jan. 16, 2018
 
 
Authors
 
[1]    

Amy R. Ambrose, Cryar Intermediate School, Conroe Independent School District, Conroe, Texas.

[2]    

George W. Moore, Department of Educational Leadership, Sam Houston State University, Huntsville, Texas.

[3]    

John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, Texas.

[4]    

Cynthia Martinez-Garcia, Department of Educational Leadership, Sam Houston State University, Huntsville, Texas.

 
Abstract
 

In this investigation, the graduation rates of students in poverty as a function of school size were examined. Archival data were analyzed from the Academic Excellence Indicator System report from the Texas Education Agency. School size was analyzed based on groupings as defined by [1, 2, 3]. Graduation rates were analyzed annually and longitudinal. In both the 2012-2013 and 2013-2014 school years, statistical significant differences were yielded for Graduation rates of students in poverty as a function of high school size. Students who lived in poverty who were enrolled in larger high schools had higher graduation rates than students in poverty who were enrolled in smaller high schools. For both school years, as student enrollment increased, graduation rates increased. Implications for policy and practice and recommendations for future research are provided.


Keywords
 

Graduation Rates, High School Completion, Poverty, School Size


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