School Size and Student Achievement

Abstract

This study examined whether a relationship between high school size and student achievement exists in Illinois public high schools in reading and math, as measured by the Prairie State Achievement Exam (PSAE), which is administered to all Illinois 11th-grade students. This study also examined whether the factors of socioeconomic status, English language learners status, special education rate, mobility rate, dropout rate, class size, instructional expenditure per pupil, attendance rate, and/or school enrollment exhibited interaction effects that can be used to predict student achievement as measured by reading and mathematics performance on the PSAE. This study provides quantitative data that will aid educational leaders in school decision-making that can enhance student achievement. Findings of this study revealed a relationship does not exist between school size and student performance in reading. Of nine student and building characteristics investigated, eight had a significant ability to predict student performance on PSAE reading. Socioeconomic status was found to have the most significant effect, with student attendance having the second greatest effect. English language learner status had the third greatest impact. Findings of this study revealed a relationship does exist between school size and student performance in math. Large schools in the state of Illinois outperformed both small and medium schools in math. Of nine student and building characteristics investigated, seven had a significant ability to predict student performance on PSAE math. Socioeconomic status was found to have the most significant effect, with student attendance having the second greatest effect. Instructional expenditure per pupil had the third greatest impact. This study gives educational leaders in small, medium, and large schools access to very specific information regarding the student and building characteristics that can best predict student performance in their schools.