Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Oct. 19, 2004. Dissertation Committee: J.H. McGrath (chair), Clayton Thomas, Mary Huser, Ben Hubbard, Clinton Bunke. Includes bibliographical references (leaves 94-98) and abstract. Also available in print.

Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.

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.