Download or read book Modeling the relationship between school district spending and academic achievement written by Harold Wenglinsky and published by . This book was released on 1996 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Modeling the Relationship Between School District Spending and Academic Achievement written by Harold Wenglinsky and published by . This book was released on 1996 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 18 th Century Decorative Prints written by and published by . This book was released on 1974 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of School Spending and Student Academic Achievement when Achievement is Measured by Value added Scores written by Dengke Xu and published by . This book was released on 2000 with total page 258 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 On Equality of Educational Opportunity written by Harvard University and published by New York : Vintage Books. This book was released on 1972 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compilation of papers analysing the coleman report on equal opportunity in respect of education (educational opportunity) in the USA - includes papers on the effects of racial discrimination in public schools on achievement, an evaluation of the coleman rport as a guide to government policy, etc. References and statistical tables.
Download or read book Improving Education written by and published by . This book was released on 1990 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resource Allocation and Individual Student Achievement Over Time written by Celia Avant Drews and published by . This book was released on 2007 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This study of educational productivity adds to the field of research by examining the relationship between resource allocation in a school district and student performance. PURPOSE: This study examined the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Four research questions guided the inquiry: 1) What is the relationship between expenditures on district leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics Texas Assessment of Knowledge and Skills (TAKS) at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 2) What is the relationship between expenditures on campus leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 3) What is the relationship between expenditures on instruction and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 4) What is the relationship between expenditures on professional development and student achiement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? METHODS: Data from 8,120 students within 43 districts across the state of Texas who participated in TAKS math and reading in grades three, four, five, and six for school years 2002-2003 through 2005-2006 were used in the analyses. Data was obtained from each of the 43 participating districts. Financial data for school years 2002-2003 through 2005-2006 was obtained online from the Texas Education Agency (TEA). Descriptive statistics and One Way Analysis of Variance (ANOVA) were used to examine the relationships between expenditures and reading and math achievement. A multilevel growth model was calculated to explain the amount of variation at the campus or student level as well as the district level. FINDINGS: Results of this study support the mixed findings of previous research in that some expenditures impact achievement and some do not. By categorizing percent of a district budget expended on each fund area into low, median, and high, results revealed that there is a difference between how much districts spent for district leadership and both reading and math achievement over the time period of this study, 2002-2003 through 2005-2006. Results of the multilevel growth modeling revealed that students who were coded low socioeconomic status (SES) started lower for both math and reading achievement. Additionally, low SES students' scores for math and reading achievement actually declined three to five points for each year of the study. Expenditures on district leadership had no effect on reading or math achievement over the time of this study. Results for expenditures on campus leadership revealed that districts who spent more on campus leadership started slightly lower on reading achievement but there was no effect on growth over time. For math achievement, districts who spent more on campus leadership began 62 points higher, but declined about 48 points for each year of the study. In regard to expenditures on instruction, there was no effect for math achievement. However, for reading achievement, districts who spent more on instruction started slightly higher, but there was no effect over the time of the study. Districts who expended higher percentages of the budget on professional development had higher starting points for grade three TAKS reading. However, those same districts started slightly lower for grade three TAKS math. While expenditures examined in this study had some effect on student achievement, expenditures at the district level are too far removed to reveal the true effects on individual student achievement.
Download or read book Models of the Relationship Between Education Spending and the Social Distribution of Achievement written by Harold Wenglinsky and published by . This book was released on 1998 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing the Relationship Between Student Achievement and Public Elementary Education and Secondary Education Funding written by John Doyce Griffin and published by . This book was released on 2010 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: A lack of funding for public elementary and secondary education is often cited as one of the primary reasons why levels of student achievement remain low in certain areas. Why are some states able to spend more money on public elementary and secondary education than are other states? Does spending more money on public elementary and secondary instruction actually yield higher levels of student achievement? Multiple linear regression models are constructed in order to provide necessary evidence. It is found that states possessing both higher gross domestic products and higher sources of tax revenue are more likely than are other states to spend more money and public elementary and secondary education. At the same time, spending more money on public elementary and secondary instruction does not necessarily equal higher levels of academic achievement. In order for states to experience higher levels of student achievement, policymakers must target money toward decreasing pupil teacher ratios and increasing teacher salaries. These results, along with a preliminary finding that educational freedom leads to higher levels of student achievement, provide a clear path for future research.
Download or read book A Longitudinal Study of the Relationship Between at Risk Student Achievement and Per Student Expenditure in Technology Instructional Resources and Professional Development written by Leanne Dorhout and published by . This book was released on 2011 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship exists between expenditure for technology, instructional resource, and professional development and positively impacts at risk student achievement. The problem addressed was: Over three years, do variations in expenditures for technology, instructional resources, and curriculum and professional development relate to educational achievement for at risk students? Previous studies in the area of at risk student achievement and the relationship of technology have produced mixed results. The four research questions asked if per student technology, instructional resources, and curriculum and staff development expenditures relate to English Language Arts, mathematics, science, and social studies at risk student achievement as measured by state accountability test. The population studied was Texas public school districts with high schools serving grades 9–12 who had three years of at risk student data in the state's academic excellence indicator system (AEIS) reports for the 2007–2008, 2008–2009, and 2009–2010 school years. The units of analysis for the study were data aggregated at the district level. The percentage of at risk students passing the state-mandated standardized exit level, eleventh grade, tests for English Language Arts, mathematics, science, and social studies served as dependent variables. Independent variables consisted of per student expenditures for technology, instructional resources including media services and curriculum and professional development. A hierarchal regression model tested the relationship between the independent variables and the dependent variables, while controlling for the percentage of White Non-Hispanic students. Results showed that for each subject area and year of the study, the hierarchical regression model showed no relationship between per student expenditure and at risk student achievement on the state mandated eleventh grade test. This led to the conclusion that when the percent of White Non-Hispanic students is controlled, there is no relationship between at risk student achievement and per student expenditure in the area of technology access, implementation, and instructional integration.
Download or read book Resource Allocation and Productivity in Education written by William L. Boyd and published by Bloomsbury Publishing USA. This book was released on 1998-05-26 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resource allocation decisions made by school boards, principals, and teachers are critical for they determine the adequacy and equity of resources actually made available for specific schools, educational programs and individual students. The most important resources are often concealed by aggregate state or district measures such as dollars per student. For these decisions, the most important resources are elements such as basic and supplemental staffing levels, staff time, funding amounts for textbooks and supplies, selection of new equipment (particularly technology), and support for new or renovated facilities. The authors review current practices at each important decision-making level in school districts, from the school board to the classroom. At each juncture, the findings are interpreted to reveal both the causes of the practices and their implications for improving school effectiveness. This book provides new research in helping to inform and improve resource allocation practices in schools. The general conclusion is that improvement in the resource allocation practices in education requires a shift in focus to results instead of inputs, a strong emphasis on student learning as the primary focus of decisions, and systematic evaluation of results.
Download or read book Does Money Matter written by Gary Burtless and published by Brookings Institution Press. This book was released on 2011-02-01 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many believe that American education can only be improved with a sizable infusion of new resources into the nation's schools. Others find little evidence that large increases in spending lead to improvements in educational performance. Do additional school resources actually make any difference? The evidence on this question offers a striking paradox. Many analysts have found that extra school resources play a negligible role in improving student achievement while children are in school. Yet many economists have gathered data showing that students who attend well-endowed schools grow up to enjoy better job market success than children whose education takes place in schools where resources are limited. For example, children who attend schools with a lower pupil-teacher ratio and a better educated teaching staff appear to earn higher wages as adults than children who attend poorer schools. This book, which grew out of a Brookings conference, brings together scholars from a variety of disciplines to discuss the evidence on the link between school resources and educational and economic outcomes. In a lively exchange of views, they debate whether additional spending can improve the performance of the nation's schools. In addition to editor Gary Burtless, the contributors include Eric Hanushek, University of Rochester; James Heckman, University of Chicago; Julian Betts, University of California, San Diego; Richard Murnane, Harvard University; Larry Hedges, University of Chicago; and Christopher Jencks, Northwestern University. Dialogues on Public Policy
Download or read book The Impacts of Disaggregated Non instructional School District Expenditures on Student Achievement in California written by Keith Edward Miller and published by . This book was released on 2013 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper uses a series of fixed effects models to assess the impacts of disaggregated school district expenditures in fifteen categories on student achievement in grades 2 through 11 in the state of California. Separate results are presented for student performance in math and English language arts, and both mean scale test scores and proficiency percentages are utilized as measures of achievement. I find that a number of statistically significant correlations exist between expenditures in multiple categories and student performance in both subjects, but that the signs and significance of these correlations differ substantially between categories and across grade levels. These findings suggest that while the aggregate level of spending per student may have no discernible impact on student outcomes, targeted spending on specific educational inputs may be associated with economically significant gains or losses in academic performance.
Download or read book The Relationship Between 2013 2015 Missouri Public School District Student Performance and District Expenditures and Statistics written by Larry D. Linthacum and published by . This book was released on 2016 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to create a predictive model to account for the variance in student performance based upon school district categorical expenditures. The study analyzed seven independent variables, which accounted for 16.1% of the variance in student performance of Missouri schools. The study indicated total instructional resources and schools’ free and reduced levels to be the significant variables in predicting student performance from the seven variables. Furthermore, the researcher determined at least a 95% chance that a true relationship exists between total instructional resources and student performance along with schools’ free and reduced levels and student performance. While Ravitch (2016) believes states are spending hundreds of millions on accountability with little to show for it, Darling-Hammond (1994) and Koedel (2011) believe accountability in itself is not enough. The study is consistent with Hanushek (1997), who believes more money for schools does not necessarily increase student performance but how the current resources are spent to have the greatest impact on student learning. Through the lens of accountability, this study will help school leaders consider policy changes based upon the impact of school spending on student learning. Additionally, accounting for the variance in student performance will help improve school leader training programs for future leaders and future research recommendations will be considered.
Download or read book School Finance written by Allan Odden and published by Ingram. This book was released on 2019-02 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Interrelationship of School District Expenditures and Student Academic Achievement in Oklahoma Public Elementary School Districts written by Glenn M. Moore and published by . This book was released on 2012 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The primary purpose of this quantitative study was to analyze the relationship between school district expenditures and student academic achievement in 102 public elementary school districts in the state of Oklahoma. The secondary purpose was to investigate the relationship between school district expenditures and school district assessed valuation in those same school districts. Four research hypotheses, addressing both the primary and secondary purposes in this study, were postulated and tested utilizing a stepwise multiple regression analysis"--Abstract.
