In 2015, Congress reauthorized the latest version of the Elementary Secondary Education Act through the Every Student Succeeds Act (ESSA, 2015). In addition to the requirements for all students, this document includes provisions for English Language Learners (ELLs) and immigrant students. ESSA (2015) not only required annual assessments to ensure high level learning but also requires annual assessments for assessing ELL language acquisition. School divisions are required to monitor and report on how many ELLs made language acquisition growth and how many successfully met English language proficiency. The benefit of both ESSA (2015) and the resulting state policies is to ensure ELLs are afforded the appropriate supports to learn and achieve at the same high levels as their native English speaking peers. The purpose of this study was to identify a possible relationship between elementary school enrollment size and the academic success for ELLs in high ELL and low ELL population schools. This quantitative study examined existing data from a large suburban school district on Standards of Learning assessment achievement for ELLs over three academic years (2016-2017, 2017-2018, 2018-2019). Findings suggest total enrollment size and ELL population size impact academic achievement for ELLs. The researcher used two way ANOVA to determine if a difference exists in academic success for ELLs based on elementary school enrollment size and ELL population size. This study adds to research on conditions for high achievement for all students. / Doctor of Education / In 2015, Congress reauthorized the latest version of the Elementary Secondary Education Act through the Every Student Succeeds Act (ESSA, 2015). In addition to the requirements for all students, this document includes provisions for English Language Learners (ELLs) and immigrant students. ESSA (2015) not only required annual assessments to ensure high level learning but also requires annual assessments for assessing ELL language acquisition. The benefit of both ESSA (2015) and the resulting state policies is to ensure ELLs are afforded the appropriate supports to learn and achieve at the same high levels as their native English speaking peers. The purpose of this study is to identify a possible relationship between elementary school enrollment size and the academic success for ELLs in high ELL and low ELL population schools. This study examined existing data from a large suburban school district on Standards of Learning assessment achievement for ELLs over three academic years (2016-2017, 2017-2018, 2018-2019). These data showed academic achievement for different enrollment sizes and for different ELL population sizes. This study adds to research on conditions for high achievement for all students.

Thesis (D. Ed.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-152). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.

The study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning communities. Because prior researchers have indicated that the number of low SES students and the percentage of minority students can have an effect on student achievement, these covariates were controlled for in this study. There was a significant difference in the FCAT Mathematics scores of students based on school configuration. Those students who attended traditional high schools scored higher than those in the smaller learning communities. There was a similar finding in the FCAT Reading scores, but it was only marginally significant. The interaction between the percentage of the minority population and low SES population was also evaluated, but no significant interaction was found. A qualitative survey was also sent to administrators at schools who were involved in the study. In direct contradiction to the quantitative study results, the vast majority of respondents thought that the use of a small learning community would increase student achievement. With the advent of Common Core in Mathematics and Language Arts, this iv research lends itself to be expanded on a national level to determine if a larger sample size would yield the same or differing results.

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Local school districts throughout the country are experiencing declining enrollment, frequently resulting in the need to close elementary schools. Often, the decision on which school to close is dependent on the size (enrollment) of the schools being considered. The purpose of this study was to examine the relationship between size of elementary school and academic achievement. The sample used in this study was composed of grade 3 and 5 students in the Montgomery County (Maryland) Public Schools who were administered the Iowa Tests of Basic Skills and Cognitive Abilities Test during the 1977-78 school year and attended an elementary school with grades K-6 (approximately 13,000 pupils). Vari.ables which have been found in previous studies to have a relationship with achievement were employed in this study as control variables. These were aptitude, percentage of low-income pupils, race, sex, highest degree status of professional staff, years of experience of teachers, and class size. The statistical methodology employed in this study was multiple regression analysis. This technique was selected to evaluate the contribution of a single variable, school size, to academic achievement while controlling for other, confounding variables. Twelve multiple regression analyses were conducted--one for each of the five Iowa Tests of Basic Skills major skill areas (vocabulary, reading comprehension, language skills, work-study skills, and mathematics skills) and composite scores for both grades 3 and 5. It was found, for all the analyses that elementary school size did not make a significant contribution to the variance in academic achievement. Also, on the basis of the data available and for the students tested, it was concluded that there is no elementary school size which maximizes academic achievement, nor is there a minimum or maximum elementary school size beyond which academic achievement is adversely affected. Therefore, it was recommended that the decision on which elementary school(s) to close should not rest on a perceived relationship between school size and academic achievement. Other factors, such as financial considerations, transportation implications, and utilization and condition of the school plant, should be of primary concern. / Ph. D.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xi, 156 p. Vita. Includes abstract. Includes bibliographical references (p. 125-138).

Achievement and school involvement of children in middle schools in 5th and 6th grades are compared to those of same-grade peers in elementary schools. Both classroom quality and school structure (size and composition) are tested as mediators in a national longitudinal sample of about 900 youth. The results indicate: a) youth in middle schools achieve at least as well as their same-grade peers in elementary schools, but those in middle schools have lower school attachment; b) middle and elementary schools have equivalent classroom quality, but differ in size and student composition; c) the lower school involvement of 6th grade middle school students is attributable to school size; d) the results are similar for boys and girls. / text

Access permanently restricted to Ball State community only. / Access permanently restricted to Ball State community only. / Department of Educational Studies

This study investigates the effects of student sex, student’s interest in learning science and school characteristics – school type and school size- on 15-year-old scientific literacy in Canada through HLM. Using PISA data in 2006, the results showed 19% of the total variability in scientific literacy could be attributed to schools in Canada. There is a significant sex difference in scientific literacy in Canada at the student level. In addition, students’ interest in learning science is related to their scientific literacy significantly. Students who have a higher interest in learning the subjects of physics, chemistry, human biology, astronomy, and geology are predicted to achieve higher science scores than those students who have less interest in learning these subjects. In terms of the school characteristics variables, students who attend public schools have better scientific literacy scores. Also, students who go to bigger schools significantly outperform in scientific literacy.