Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 82

80 Table 2 Summary Results for Traditional Public School and Open Enrollment Charter School Funding and Grade 8 Student STAAR Mathematics Assessment Outcomes Student Population Traditional Public School Students Open Enrollment Charter School Students All Significant <0.001 Significant <0.001 Negative - 1.780 Negative - 0.286 Small Effect Size 0.032 Medium Effect Size 0.082 White Significant 0.002 Significant <0.001 Positive 0.103 Negative - 0.524 Small Effect Size 0.011 Large Effect Size 0.275 Black Significant <0.001 Not Significant 0.198 Negative - 0.299 Negative - 0.267 Medium Effect Size 0.089 Small Effect Size 0.001 Hispanic Significant <0.001 Significant <0.001 Negative - 7.129 Negative - 0.195 Small Effect Size 0.024 Small Effect Size 0.038 Economically Disadvantaged Significant <0.001 Significant <0.001 Negative - 1.610 Negative - 0.197 Small Effect Size 0.026 Small Effect Size 0.039 Greater disparity existed between traditional public schools and open enrollment charter schools when measuring the significance, direction, and effect size of the statistical measure predicting the relationship between total school funding, the independent variable, and Grade 8 student demographic outcomes on the STAAR Reading assessment, which served as the dependent variable. Table 3 provides a summary of statistical results illustrating the relationship between total school funding and Grade 8 student Reading assessment results in traditional public schools and open enrollment charter schools. Table 3 Summary Results for Traditional Public School and Open Enrollment Charter School Funding and Grade 8 Student STAAR Reading Assessment Outcomes Student Population Traditional Public School Students Open Enrollment Charter School Students All Significant <.001 Significant 0.031 Negative - 0.190 Negative - 0.083 Small Effect Size 0.036 Small Effect Size 0.007 White Significant <.001 Not Significant 0.508 Positive 0.141 Positive 0.053 Small Effect Size 0.02 Small Effect Size 0.003 Black Significant <.001 Not Significant 0.799 Negative - 0.247 Positive 0.033 Medium Effect Size 0.061 Small Effect Size 0.001 Hispanic Significant <.001 Not Significant 0.971 Negative - 0.163 Positive 0.002 Small Effect Size 0.027 Small Effect Size 0.000 Economically Disadvantaged Significant <.001 Not Significant 0.205 Negative - 0.177 Positive 0.059 Small Effect Size 0.031 Small Effect Size 0.004 Summary of Findings and Interpretation of Results Several findings emerged from the current study detailing the relationship between the independent and dependent variables in both types of schools. Table 2. Summary Results for Traditional Public School and Open Enrollment Charter School Funding and Grade 8 Student STAAR Mathematics Assesssment Outcomes T ble 3. Summary Results for T adi al Public Scho l a d Open Enrollment Charter School Funding and Grade 8 Student STAAR Reading Assesssment Outcomes Buddy Bonner, EdD