scholarly journals "Right-Sizing" Oklahoma School Districts: Examining District Size, Enrollment, and Superintendent Compensation in Oklahoma School Districts

2019 ◽  
Vol 2 (1) ◽  
pp. 45-58
Author(s):  
James Machell ◽  
◽  
Cheryl Evans ◽  
Keyword(s):  
School Districts ◽  
District Size

scholarly journals Relationships between District Size, Socioeconomics, Expenditures, and Student Achievement in Washington

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Vince Diaz
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
School Districts ◽  
Student Outcomes ◽  
Washington State ◽  
District Size ◽  
Positive Direction ◽  
Assessment Of Student Learning ◽  
And Mathematics ◽  
The Relationship

The purpose of this article is to describe the relationship between district size, socioeconomic status, actual levy percentages, and their predictive influence on the 2003 Washington Assessment of Student Learning results for 4th and 7thgrade students in Reading and Mathematics. The convenient sample was 82 Washington State 2nd-Class school districts with enrollments between 500-2,000 students. The results indicated: (a) no significant correlations between achievement anddistrict size; (b) socioeconomic status was the best predictor of achievement; and (c) actual levy percentages and student outcomes were significantly correlated in the positive direction.  

Comparison of Results Yielded by Several Statistical Measures of School Desegregation

1987 ◽  
Vol 60 (3) ◽  
pp. 696-698 ◽  
Author(s):  
Charles D. Dziuban ◽  
Roberta Marowitz
Keyword(s):  
Public School ◽  
School Districts ◽  
School Desegregation ◽  
Public School Districts ◽  
District Size ◽  
Comparison Of Results ◽  
Statistical Measures ◽  
Selection Of

Several measures of school desegregation were computed for all public school districts in Florida. Outcomes of desegregation comparisons by district size indicated that selection of a particular index dictates the results. Implications for the validity of desegregation studies were discussed.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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