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To control diverse grade-span configurations, defines school size using 1990 enrollment in the grade-level cohort under analysis and runs analyses for grades 3, 6, 9, and 11. Uses composite basic skills test scores, operationalizes socioeconomic status via free/reduced-price meal proportions and adult educational attainment below grade 12, and evaluates bivariate and multivariate results across schools and 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was the purpose of this study replication in West Virginia?","Question",{"text":112,"@type":113},"To replicate a California model examining how school size interacts with socioeconomic status to influence academic achievement, adapting it to West Virginia schools and districts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the report define school size and socioeconomic status?",{"text":117,"@type":113},"School size was defined using 1990 enrollment in the grade-level cohort under analysis, while socioeconomic status was measured by the proportion receiving free/reduced-price meals and the proportion of adults with educational attainment below grade 12.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about the effect of school size across grades?",{"text":121,"@type":113},"The size effect was absent in grade 3, modest and indirect in grade 6, stronger in grade 9, and strongest with both direct and indirect components in grade 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\nRC 020369  \n·,..  \nHowley,Craig  \nThe Matthew Principle:A West VirginiaReplication?ISSN-1068-234115 Nov 95  \n26p.;Revised version of paper presented at theAnnual Meeting of the National Rural EducationAssociation(Sait Lake City,UT,October 1995).  \n\"Education Policy Analysis Archives\"is an electronicjournal.  \nE-mai1:listserv@asu.edu(message:GET HOWLEY V3N18F=MAIL);also,World Wide Web  \n(http://seamonkey.ed.asiu.edu/epaa/v3n18.htm1).Reports -Research/Technical(143)--JournalArticles(080)--Speeches/Conference Papers(150)Education Policy Analysis Archives;v3 n18 Nov1995  \nMF01/PC02 Plus Postage.  \n…………  \n*Academic Achievement;Disadvantaged;Educationa1Policy;Elementary Secondary Education;Mu1tipleRegression Analysis;Multivariate Analysis;*Outcomesof Education;*School District Size;SchoolEffectiveness;*School Size;*Smal1 Schonls;*Socioeconomic Status*West Virginia  \nIn 1988,t.California study by Friedkin and Necocheaconfirmed an interaction between size and socioeconomic status suchthat 1arge schoo1s benefited affluent students,whereas smal1 schoolsbenefited impoverished students.This report describes a replicationapplying the model to West Virginia schools and school districts.Inorder to control for widely varying grade-span configurations,schoolsize was defined as the fal11990 enrollment in the grade-1evelcohort under analysis.Separate analyses were carried out on grades  \n3,6,9,and 11.Achievement was defined as composite basic skil1sscores on the Comprehensive Test of Basic Ski11s.Socioeconomicstatus was defined as(1)the proportion of students roceiving freeor roduced-price meals and(2)the proportion of the adult populationwith educational attainment less than grade 12.The results ofbivariate correlational and mu1tivariate regression analyses aresimilar to thoss of the California study,oxcopt that the pattern ofeffects derives in part from the fact that iapoverisheo West Virginiastudents tended to be served by smaller schools.Saal1 schoolsdisrupted the usual negative relationship between socioeconomicstatus and student achievement.The size offect was absent in grade  \n3,was modest and indirect in grade 6,strongthened in grade 9,andwas strongest and both direct and indirect in grade 11.The combinedand indirect effects of size were strong,as we11,across al¹gradesin analyses at the school district level.That is,impoverishedstudents appeer to derive achievement benefits from attending sma11school districts.Since 1988 a consolidation scheme facilitated bythe state ha;closed near1y 20 percent of West Virginia's schools,xost of them sma11 schools serving rural communities.The findingsare interproted with respect to this context.Contains 36 references,9 statistical tables,and an appendix oxplaining rogression equationused.(Author/SV)  \nED389 503  \nEDUCATION POLICY ANALYSIS ARCHIVES  \nVolume 3 Number 18..........ISSN 1068-2341November 15,1995..........(1690 lines)  \n.   i.(IIONA!RESOURCES…  '.·EN1F6ERIC)  \nA peer-reviewed scholarly electronic journaloperating as a LISTSERV under the nameEDPLOYAR at ASUACAD.BITNET(Internet address:ASUVM.INRE.ASU.EDU).  Editor:  Gene V Glass,Glass@ASU.EDU.College of Education,Arizona State University,Tempe AZ 85287-2411  \nUS QEPARTMENT OF EDUCATION(    FJucat ona:Research an0 LniprovomertEDUCATIONAL RESOURCES INFORMATIONCENTER(ERIC)  \nThis document has boen reproduced asreceived fiom the person or organizatronoriginatng it  \n□ Minor changes have been made tomprove reproduction quality  \nEPAA is gophered at INFO.ASU.EDU in the sub-  \n·Points ol view or opinions stated in thsdocument do not necessarly representofficial OERI postion or policy  \ndirectory CAMPUS-WIDE INFORMATION.  \nCopyright 1995,the EDUCATION POLICY ANALYSISARCHIVES.Permission is hereby granted to copyany article provided that EDU POLICY ANALYSIsARCHIVES is credited and copie","cbCaidIOjZxWDEWv","https://ap.wps.com/l/cbCaidIOjZxWDEWv","pdf",438015,26,"English","# Education Policy Analysis Archives\n## Publication details and journal listing\n## Study design and replication approach\n## Measures and statistical methods\n## Findings across grades and district-level effects","[{\"question\":\"What was the purpose of this study replication in West Virginia?\",\"answer\":\"To replicate a California model examining how school size interacts with socioeconomic status to influence academic achievement, adapting it to West Virginia schools and districts.\"},{\"question\":\"How did the report define school size and socioeconomic status?\",\"answer\":\"School size was defined using 1990 enrollment in the grade-level cohort under analysis, while socioeconomic status was measured by the proportion receiving free/reduced-price meals and the proportion of adults with educational attainment below grade 12.\"},{\"question\":\"What did the results show about the effect of school size across grades?\",\"answer\":\"The size effect was absent in grade 3, modest and indirect in grade 6, stronger in grade 9, and strongest with both direct and indirect components in grade 11.\"}]","The Matthew Principle - A West Virginia Replication? | PDF",1792092979,66]