Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion

1989

Thesis Director

Marylin Lisowski

Abstract

This investigation was designed to examine the relationship between school enrollment size and academic achievement. Fourteen schools in the East-Central region of Illinois formed the focus of this study. The schools were grouped according to the number of enrolled students: small-size (less than 300); mid-size (300-799); and large-size (over 800). Data for the study were obtained from the 1987 School Report Cards. Report Cards are documents that were completed by schools in the state of Illinois to review the status of their educational programs.

Data from the Report Cards included measures of academic achievement and also descriptive data on the schools involved in the study. Academic achievement was defined as a composite of a student's progress in school as determined by graduation rates, achievement test scores, and core-curriculum enrollment rates. Low-income enrollment rates, pupil-teacher ratios, attendance rates, and per pupil expenditures were used to provide a descriptive profile of the schools involved in the study. Additional information regarding course offerings was obtained from school reports supplied by school administrators. Statistical analysis procedures were performed on these data and included frequency distributions and correlational analyses.

Overall, it was found that school characteristics differed in small-size, mid-size and large-size schools. It was also determined that the characteristics associated with small-size schools were significantly related to academic achievement (p < .05). The results of the study indicated that small-size schools facilitated for high levels of academic achievement.

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