Download or read book An Analysis of School Funding and Student Achievement Within the State of Ohio written by Brooke Loren Whittaker and published by . This book was released on 2000 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rural Ohio School Expenditure and Student Achievement written by J. David McCracken and published by . This book was released on 1995 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Quantitative Comparison of Community Context Student Achievement and School Funding written by Jennifer Eileen Delong and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The focus of this study was the relationship between the community context of schools and student achievement. This study also looked at the relationships between community context and school funding, and school funding and student achievement. The sample for this research was all 17 elementary schools in the South-Western City school district in Ohio. Community context was measured as a composite of income, wealth, family structure, and race. Student achievement was measured by Ohio Proficiency tests scores and student mobility, attendance and promotion rates. School funding was measured as total per pupil expenditures and the breakdown of the five areas of spending: building operations, administration, instruction, pupil support and staff support. School was the unit of analysis for these data. Data sources were state report card records, the national census, and county auditor records. The analysis included bivariate correlations, stepwise regression and structural equation modeling. Findings regarding the relationship between achievement and community context suggest that there is a relationship between income, wealth, and race on several of the indicators of student achievement. The findings comparing school funding, community context and achievement resulted in only one significant result suggesting a possible relationship between spending on pupil support and student mobility.
Download or read book An Examination of the Effects of Student SES School Funding and Teaching Resources on Test Scores Among Ohio High School Students written by Gwendolen Kaye Antestenis and published by . This book was released on 2007 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis examines indirect discrimination in Ohio's public schools. Student SES (socioeconomic status) and teaching resources influence student achievement. Federal, state, and local tax revenues purchase institutional resources in America's public school. Disparity in community property tax revenue results in unequal funds for public schools. Using path analysis I examined the direct and indirect effects of student SES and institutional resources on percentage of students passing the proficiency exams. In this thesis I introduced a label, indirect institutional discrimination, in the examination of property wealth based public school funding systems. Federal revenue, in comparison to state and local revenue, has a significant effect on proficiency test scores. Future research should examine subgroups selected by student SES to further explore the differential effects of federal, state, and local revenue on teaching resources variable and proficiency test scores.
Download or read book How Well Money Within Education Maximizes Educational Outputs in Ohio School Districts written by Danielle École Woods and published by . This book was released on 2006 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Efficiency models have been generally applied to rank school performance nationwide. Efficiency models have not been used, however, to explore district-level internal efficiency in Ohio. That is the purpose of this study, which is focused on how well money within education maximizes educational outputs in Ohio school districts to raise student academic achievement for all students. Specifically this study: develops a research-based formula to measure efficiency of Ohio school districts, develops financial and student performance indicators based upon general theory, reviews current literature on the research question and examines the Ohio Department of Education's accountability system. This study begins with a pilot study that includes school districts from a select geographical region in all Ohio, calculates correlation statistics to measure the strength of relationships between financial inputs and student performance outputs in Ohio school districts, and further compares and contrasts financial inputs and student performance outputs among ten specific student groups from the total population. The interpretations that result from this research are based upon the state-wide student performance accountability movement mandated by the No Child Left Behind Act and supported by research conducted by leaders in this field of research including but not limited to: Bracey, Carnoy and Loeb, Figlio, Hanushek and Raymond, Jacob and Peterson and West. The empirical model evolves from analytical frameworks that were originally used to support the belief that money has no systematic effect on student academic performance. Throughout the growth of the pilot study the empirical model develops into a study that includes not only the previously stated theory-based approach that relied on Hanushek's body of literature, but also embodies a multitude of theories including those of Hedges, Laine and Greenwald, Heckman, Kain and Rivkin, Klitgaard and Hall, Murnane and Philips, Milanowski, Kimball and Odden, Murnane and Philips and Pritchard who all support the ideology that financial inputs directly impact student performance. The final empirical model and theoretical interpretations are concerned with district efficiency and maximizing student performance.
Download or read book Fund the Child written by Thomas B. Fordham Institute and published by . This book was released on 2008 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite nearly two decades of commissions, analyses, op-eds and speeches, a series of court rulings, legislative changes, and the expenditure of billions of dollars, Ohio still does not have a school funding system that delivers the results the Buckeye State needs. Student achievement still remains low for the globalizing world that young Ohioans will enter and achievement gaps continue to undermine the promise of educational opportunity for all. To address these issues, this report recommends that state policymakers move toward a system of weighted system funding (WSF), in which: (1) Dollars follow students to the public schools they choose to attend; (2) Funding is weighted according to each student's educational needs; and (3) Schools have flexibility to spend the funds in ways that maximize results for their pupils. Because of the political and technical challenges of implementation, it is recognized that WSF cannot be implemented overnight. By setting weights for different students and planning transition to a new system, the report advocates that state policymakers can take initial steps to provide Ohio schoolchildren and taxpayers the education finance system they need and deserve. Two appendices are included: (1) How WSF Might Play Out in Ohio Schools and Districts; and (2) Per Pupil Allocations--Columbus Elementary School Sample. (Contains 29 endnotes and 14 figures.).
Download or read book A Statistical Analysis of the Relationship Between Student Achievement and Spending for Libraries in Ohio Public Schools written by Michael J. Bruning and published by . This book was released on 1994 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Funding and Student Achievement written by Andy Spears and published by Springer. This book was released on 2014-10-07 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Brief explores school funding reform in the states of Kentucky and Tennessee. In 1990, Kentucky passed the Kentucky Education Reform Act designed to overhaul that state’s education system. Two years later, Tennessee passed the Education Improvement Act which included the Basic Education Plan, designed to foster equity in funding among the state’s schools. Initiated as a result of lawsuits against the states’ educational systems, both programs dealt with school funding, specifically funding equalization among districts. This Brief examines the environments that precipitated funding reform in each state as well as the outcomes of the reforms on student achievement. The similarities and differences between the approaches in each state are analyzed and compared to related reform programs in other states. An in-depth study of regional educational reform in the United States, this Brief is of use to public policy scholars as well as education policy consultants and other school system or state education leaders.
Download or read book Spending and Student Achievement in Ohio Public Schools written by Marjorie Davies and published by . This book was released on 1991 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Impact of Ohio s System of Open Enrollment Funding on School Productivity written by Benjamin Hall Moore and published by . This book was released on 2016 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: School choice has become increasingly popular as a mechanism to increase student achievement and to induce systematic school improvement. This study analyzed the relative school productivity of sending and receiving interdistrict open enrollment districts in Ohio to determine the impact of Ohio's system of open enrollment funding on school productivity. It was found that receiving districts achieved higher student performance while spending less on per pupil instructional expenditures, resulting in higher productivity factors, than sending districts. Ohio's open enrolllment system transfers public funds from the district of residence to the district of enrollment, rewarding the receiving districts, but the potential threat of competition for studnets has not resulted in systematic improvements or the contraction of less productive schools as theorized by proponents of the market theory's application to school choice. The introduction of the use of school productivity factors as a measure of school effectiveness and the return on investment of public funds has implications for both current practice and future research.
Download or read book A Case Study of Post DeRolph Public School Funding in Ohio written by Paul F. Milcetich and published by . This book was released on 2011 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using an inductive method, this case study seeks to give voice to recognized school finance experts throughout Ohio on the topic of the K-12 school funding formula. The research focuses on the experiences of superintendents, treasurers, professors, and organizational leaders who have navigated the state formula. The main thrust revolves around what these authority figures see as crucial issues and their ideas on how to possibly reform an unconstitutional method of funding Ohio's schools. Data sources include interviews with 11 school funding experts at multiple sites, as well as any participating school district's financial documents, and also state level task force reports. In order to build the study upon a solid structure, the data collection and analysis are guided by the tenants of interpretive, qualitative research and based upon the tenants of grounded theory. Understanding the voices and perceptions of recognized experts in the field of public school funding could be a significant piece in informing state officials, lobbyists, and educational stakeholders in the ongoing saga of Ohio's school funding reform.
Download or read book Ohio Urban School Performance Report for 2009 10 written by Thomas B. Fordham Institute and published by . This book was released on 2011 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the release of Ohio's state test score data each August, one recurring question is how well have the state's large sector of charter schools performed relative to their counterparts in traditional districts? The Thomas B. Fordham Institute commissioned Public Impact to conduct an analysis of the 2009-10 data in this report. Using public academic performance data from the Ohio Department of Education, the analysts compared the performance of urban public charter schools with that of non-charter public district schools in the state's eight major urban cities, the "Ohio 8" (Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown), where most brick-and-mortar charter schools reside. Separately, they compared the performance of charter e-schools (also called virtual schools) with that of non-charter public schools statewide. The analysis examined both "growth" (based on how much students learned over the school year) and "achievement" (based on the percentage of students meeting state standards). Among the key takeaways include: (1) Only two percent of charters and two percent of district schools had high growth and high achievement--an even lower percentage than last year; (2) Among schools with low achievement and low growth in 2007-08, charters were far more likely to improve by 2009-10, with 23 percent showing enough improvement to make moderate achievement and above expected growth, compared with only two percent of district schools; (3) Urban charter schools had a slightly higher percentage of students scoring proficient on state tests in reading and math (for the first time since 2005-06); (4) In both Cleveland and Dayton, charters outperformed their district counterparts. In Columbus, district and charter results were comparable. In the other five cities, district schools outperformed charters; (5) A significantly higher percentage of urban district schools received the state's highest ratings (Effective, Excellent, and Excellent with Distinction): 43 percent compared with 20 percent of charter schools. And a higher percentage of charters received the state's lowest ratings (Academic Watch and Academic Emergency): 49 percent of charter schools, compared with 34 percent of district schools; (6) Urban charter schools showed stronger value-added growth than their district counterparts, with 79 percent of charters making expected or above expected growth in reading, compared with 68 percent of district schools; and (7) Among the state's growing number of e-schools, smaller e-schools (those serving fewer than 500 students) made significant gains in academic achievement in reading and math, largely closing the gap between their performance and that of larger e-schools. Appendices include: (1) District-by-District Performance and Growth; and (2) Methodology. (Contains 1 table, 25 charts, and 1 footnote.) [This report was prepared by Public Impact.
Download or read book An Analysis of the Relationship of the Size of Ohio High Schools to Student Achievement in the Ohio Scholarship Test for High School Seniors written by Joseph William Rutherford and published by . This book was released on 1964 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Coming Into Focus written by and published by . This book was released on 1999 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Secondary Analysis of Ohio School District Report Cards written by Charles Wayne Shirbish (Jr) and published by . This book was released on 2002 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ohio at the Crossroads written by Paul Thomas Hill and published by . This book was released on 2009 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report to the Governor of Ohio by the Ohio State School Survey Commission written by Ohio. State School Survey Commission and published by . This book was released on 1914 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt:
