Differences in Hispanic Student Performance as a Function of School District Size: A Statewide, Multiyear Analysis

• In Event: Context Matters: Cultural Identity, Inequity, and Choice

Abstract

We examined the extent to which school district size was related to Hispanic student academic performance on the Texas state-mandated assessments in reading, math, science, social studies, and writing for 6 years. Archival statewide data on all Texas public school districts from 2006-2007 through 2011-2012 were analyzed. School district size (Cullen, 2012) was defined as small-size (100-1,599 students), moderate-size (1,600-9,999 students), and large-size (> 10,000 students). Hispanic students in large-size school districts had statistically significantly higher passing rates on all of the state-mandated assessments than Hispanic students in either moderate-size or small-size school districts for all six years. The findings from this study are compelling and can impact policy. As such, this study aligns with the 2014 AERA Conference theme.

Authors

• Bonnie Lenear, Sam Houston State University

• John R. Slate, Sam Houston State University

• Cynthia Martinez-Garcia, Sam Houston State University