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Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement

NCEE 2008-4030
September 2008


Table E-1.  Characteristics of Study Schools and Average Urban or Urban Fringe U.S. Elementary Schools, 20052006
 
Characteristics Average Urban/Urban
Fringe U.S. School
Average Study
School
Number of Students Per Teacher 16.6 16.0*
     
Number of Students Per School 527.6 460.2*
     
Percentage of Students Eligible for Free or Reduced Price
Lunch 
48.6 78.3*
     
Student Race/Ethnicity (percent)    
White 45.3 14.8*
African American 22.2 78.4*
Hispanic 25.3 4.6*
Asian 6.3 1.8*
Native American 0.8 0.4
Number of Schools 24,275 90
SOURCE: 2005–2006 Common Core of Data.
NOTES: The national sample of schools upon which these statistics are based was drawn from the CCD. The sample was restricted to districts characterized in the CCD as regular districts in the 50 states and District of Columbia serving Large City, Mid-Size City, and Urban Fringe of Large City locales. The sample of schools from these districts was restricted to schools characterized in the CCD as regular (school type) primary (school level) schools serving more than 12 second grade students.
Ns for all study school statistics were 90. Ns for average urban/urban fringe U.S. schools were 24,275 except for students per teacher (N = 24,177) and students eligible for free or reduced price lunch (N = 24,181).
*Indicates a statistically significant difference between national and study sample means (p < .05).