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The Relationship of Average Scores of Seniors in 172 Southern California High Schools on a Statewide Standardized Achievement Test to Percentages of Families Receiving Federal aid and to Percentages of Limited-English-Proficient Speakers

California State University, Long Beach

William B. Michael

University of Southern California

In this study of 172 high schools, the relationship of the two demographic variables identified as (a) the percentage of families receiving federal aid (FAFDC) and (b) the percentage of students classified as limited-English-proficient (LEP) to two subsets of a standardized achievement test in English and mathematics administered statewide was investigated. Correlational data were obtained, and two multiple regression analyses were performed in which the two demographic variables constituted predictor variables of each of two criterion variables (average scores on either the English subtest or the mathematics subtest). Findings suggested that when the high school served as the unit of analysis, the FAFDC variable was a highly valid predictor of average achievement on both English and mathematics subtests.

Educational and Psychological Measurement, Vol. 49, No. 4, 937-944 (1989)
DOI: 10.1177/001316448904900417


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