[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584447-105":59,"doc-detail-584447-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-impact-of-poverty-and-school-size-on-the-2015-16-kansas-state-assessment-results","The Impact of Poverty and School Size on the 2015-16 Kansas State Assessment Results","","Analyzes how school enrollment size and the share of students eligible for free or reduced-price lunch predict performance on the 2015-16 Kansas Math and English Language Arts assessments. Uses school-level accountability data to model the percent at grade level or above and the percent college/career ready, across multiple student subgroups. Finds that higher poverty rates and larger schools generally correspond to lower achievement, with additional patterns in performance gaps by special education, lunch eligibility, and ELL participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-poverty-and-school-size-on-the-2015-16-kansas-state-assessment-results/584447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-poverty-and-school-size-on-the-2015-16-kansas-state-assessment-results/584447.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two school factors does the report analyze?","Question",{"text":112,"@type":113},"The report analyzes school enrollment size and the percent of students eligible for free or reduced-price lunch as measures related to poverty.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which assessment outcomes are modeled for Math and ELA?",{"text":117,"@type":113},"It models the percent performing at grade level or above and the percent performing college/career ready for both Math and ELA.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report measure poverty?",{"text":121,"@type":113},"Poverty is measured using the percent of students eligible for free or reduced-price lunch at the school level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584447,1792208935,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Impact of Poverty and School Size on the 2015‐16 Kansas State Assessment Results  \nTed Carter, KASB Research Specialist March 2017  \nSummary  \nSchools with higher percentages of students in poverty have lower student assessment results on the 2015‐16 Kansas Math and ELA assessments, and larger schools have lower student achievement results than smaller schools. In addition, higher poverty schools are likely to have larger gaps in performance based on special education status and possibly school lunch eligibility when it comes to performing at grade level or above, but can be expected to have smaller gaps in performance based on special education status, lunch eligibility, and ELL program participation when it comes to performing at college/career ready or above. Finally, larger schools are likely to have larger gaps in performance based on lunch eligibility, ELL program participation, and possibly special education stats when it comes to performing at grade level or above, and can be expected to have smaller gaps based on special education status but larger gaps based on lunch status when it comes to performing at college/career ready or above.  \nContents  \nSummary ....................................................................................................................................................... 1  \nMethods ........................................................................................................................................................ 2  \nAssessment Results by Poverty and School Size ........................................................................................... 3  \nTable One: Predictive Power of Percent Free/Reduced and School Size ................................................ 3  \nDigging Deeper.............................................................................................................................................. 5  \nTable Two: Predictive Power of Percent Free/Reduced and School Size 2 ............................................. 5  \nAchievement Gaps ........................................................................................................................................ 7  \nTable Three: Gaps by Percent Free/Reduced and School Size ................................................................. 7  \nCharts ............................................................................................................................................................ 9  \nChart One: Free/Reduced Eligible and Student Enrollment ..................................................................... 9  \nChart Two: Free/Reduced Eligible and Percent at Grade Level .............................................................. 10  \nChart Three: Free/Reduced Eligible and College/Career Ready ............................................................. 11  \nChart Four: Student Enrollment and At Grade Level .............................................................................. 12  \nChart Five: Student Enrollment and College/Career Ready.................................................................... 13  \nConclusions ................................................................................................................................................. 14  \nDiscussion ................................................................................................................................................... 15  \nStudent Poverty ...................................................................................................................................... 15  \nSchool Size............................................................................................................................................... 16  \nMethods  \nThis report presents the results of a statistical analysis to determine the extent to which a school’s enrollment size and the percent of students eligible for free or reduced‐price lunch pred","cbCaiowUOsM6ZcXl","https://ap.wps.com/l/cbCaiowUOsM6ZcXl","pdf",703973,16,"English","# Summary\n# Methods\n# Assessment Results by Poverty and School Size\n## Table One: Predictive Power of Percent Free/Reduced and School Size\n# Digging Deeper\n## Table Two: Predictive Power of Percent Free/Reduced and School Size 2\n# Achievement Gaps\n## Table Three: Gaps by Percent Free/Reduced and School Size\n# Charts\n## Chart One: Free/Reduced Eligible and Student Enrollment\n## Chart Two: Free/Reduced Eligible and Percent at Grade Level\n## Chart Three: Free/Reduced Eligible and College/Career Ready\n## Chart Four: Student Enrollment and At Grade Level\n## Chart Five: Student Enrollment and College/Career Ready\n# Conclusions\n# Discussion\n## Student Poverty\n## School Size","[{\"question\":\"What two school factors does the report analyze?\",\"answer\":\"The report analyzes school enrollment size and the percent of students eligible for free or reduced-price lunch as measures related to poverty.\"},{\"question\":\"Which assessment outcomes are modeled for Math and ELA?\",\"answer\":\"It models the percent performing at grade level or above and the percent performing college/career ready for both Math and ELA.\"},{\"question\":\"How does the report measure poverty?\",\"answer\":\"Poverty is measured using the percent of students eligible for free or reduced-price lunch at the school level.\"}]","The Impact of Poverty and School Size on the 2015-16 Kansas State Assessment Results | PDF",1792051026]