Kansas metropolitan location and high school size as variables in low income low achievement correlations

by Yee, Johnny Yi

Abstract (Summary)
Educators have realized that low-income students have a higher probability of lower

achievement than students from a higher SES background and that these low-income students

may very well continue into the cycle of poverty. The purpose of this study was to refine our

understanding of the relationships between low-income student status and low income academic

achievement in Kansas high schools. This study explored high school low income, low reading,

low mathematics, low science achievement correlations among three metropolitan locations and

four sizes of high schools. The dependent variables were the school building rates of low income

and the school building rates of low achievement. The independent variables were school

location and school size. The data was retrieved from the Kansas State Board of Education

website. The three metropolitan areas studied were the Wichita, the Topeka-Lawrence and the

Greater Kansas City Metropolitan Areas. The four sizes of high schools studied were the 6A-,

5A-, 4A-, and 3A-sized high schools. There were seven research questions in this study. All the

research questions were non-directional except for research question #2. Correlation coefficients,

standard deviation scores, range scores, frequency scores, intercorrelations, coefficient of

determinations, partial correlations and ANCOVA scores were used to analyze the data.

The major conclusions for each research questions were: (1) the unsatisfactory + basic

scores of all three low achievement areas (reading, mathematics and science) were the most

consistent representation of low achievement. (2) in the three metropolitan areas, where income

differences were greater, low income and low achievement correlations were greater. Where

income differences were smaller, low income and low achievement correlations were smaller. (3)

smaller schools did not have the better school results. (4) the low reading, mathematics and

science correlations had different magnitudes depending on the group. Either low mathematics or

low science achievement produced the largest correlations with low income in all seven groups.

(5) the smaller standard deviation and range scores may have contributed to the smaller

correlations in metropolitan area 2 and the 4A-sized high schools. Findings in the frequency

distributions have reinforced the standard deviation and range results. (6) low mathematics and

low science achievement were as important as low reading achievement. (7) the lowachievement

rates (adjusted for low-income rates) did not differ much across the subject areas

when the seven subgroups were considered. The idea of building smaller schools was not

supported by the findings.

Bibliographical Information:


School:Kansas State University

School Location:USA - Kansas

Source Type:Master's Thesis

Keywords:low income achievement high schools education curriculum and instruction 0727


Date of Publication:01/01/2007

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