Victor, Stacey
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11875/4612
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Item Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations(Current Issues in Education, 2011) Combs, Julie P.; Clark, David M; Moore, George W.; Onwuegbuzie, Anthony K.; Edmonson, Stacy L.; Slate, John R.Few researchers have addressed student achievement outcomes as a function of grade span configurations for older elementary-aged students. Thus, this study was designed to determine differences between students’ Grade 5 reading and mathematics achievement in elementary schools (K–5) as compared to intermediate schools (Grade 5, 5–6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47, respectively.Item School Size and Incidents of Violence among Texas Middle Schools(Journal of Educational Issues, 2015) Kohler, Elizabeth A.; Onwuegbuzie, Anthony J.; Combs, Julie P.; Bustamante, Rebecca M.; Edmonson, Stacy L.Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was to examine the relationship between the incidents of school violence, specifically fighting, assaults, and aggravated assaults, and the size of middle schools in the state of Texas for 3 school years. All 842 middle schools in Texas were included in this study. Compared to small schools, medium schools, and large schools, very small schools had a statistically significantly lower proportion of students involved in assaults, proportion of students involved in aggravated assaults, proportion of incidents of assaults, and proportion of incidents of aggravated assaults. Further, very small schools had a statistically significantly lower proportion of students involved in fights and proportion of incidents of fights than did large schools. A trend emerged across the 4 school sizes for all 6 indicators of school violence, which, in every case, reflected a sharp increase from very small schools to small schools—peaking at small schools. Thus, very small schools appear to be at a greater advantage than are other types of schools with respect to incidents of school violence. Implications of the findings are discussed.