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 The Relationship Between Resource Allocation Patterns in Missouri K 12 Public School Districts and Student Performance written by Aaron R. Butler and published by . This book was released on 2006 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The link between school funding and student achievement has been a topic of debate for many years. School leaders and policy makers have sought ways to increase student achievement while using educational funding in an efficient manner. Previous initiatives to examine the relationship between funding and achievement have included education production functions, standards-based reforms, reallocation of resources, and minimum funding levels. This study was designed to examine the relationship between resource allocation patterns and student achievement in 447 Missouri K-12 public schools. The relationship between school districts' resources and their achievement on the 10th grade mathematics and 11th grade communication arts portions of the Missouri Assessment Program (MAP) test were analyzed using a multiple linear regression analysis. The initial results of the study showed no relationship between district level expenditures and student achievement. However, the second part of the study showed that a district's PEER group, average teachers' experience, student-teacher ratio, and percent of teachers with a Masters degree were related to student achievement. This information will be useful to school leaders and policy makers as they work to increase levels of achievement while operating on budgets of varying size. The third part of the study examined the relationship between student achievement and a proposed 65 percent minimum funding level for instruction related expenses. Despite the growing popularity that the 65 Percent Solution is receiving with education policy makers across the country, the results of this study do not provide evidence that meeting this expenditure level will result in high levels of achievement.

Download or read book The Relationship of Educational Expenditure Factors to Effectiveness Factors Within a State wide Multi year Public School District Data Base written by James Joseph Dougherty and published by . This book was released on 1994 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationships Between Financial Characteristics of Schools and the Missouri School Improvement Program Accreditation Standards written by Gordon Thomas Pace and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The changing perceptions of communities about school performance and funding for schools has instigated a reform of school policy and standards. In 1993, the Missouri State Legislature passed the Outstanding Schools Act to address school funding equity and accountability in Missouri public schools. Over the past nine years new standards for accreditation for Missouri public schools have been developed and instituted as a result of this legislative act. Funding and student performance have been debated since the early 1960s, with no definitive conclusion to the question of whether money has an influence on student achievement and school quality. The purpose of this study was to determine if relationships exist between the funding characteristics of Missouri public school districts and the school quality factors such as student achievement, dropout rates, etc. The Missouri School Improvement Program (MSIP) sets the standards for school district quality and accreditation. The twelve MSIP standards were analyzed in comparison to school district financial characteristics using correlation matrices, factor analysis and multiple regression analysis. Results of the study indicate significant relationships exist between school quality variables and financial characteristics. The student population percentage eligible for free and reduced lunch displayed a strong negative correlation with school quality indicators. Other negative relationships with school quality indicators were state and federal percent of the revenue and the minimum guarantee per pupil from state funding. Positive relationships with school quality were found with higher local property values, A+ high schools, and a higher percent of the revenue from local sources. The regression analyses determined that the best predictors of school quality as defined by the school quality factor analysis were the percentage of enrollment eligible for free and reduced lunch, the operating tax levy, per pupil expenditure level, having an A+ high school in the district, the average daily attendance (student population), and the local assessed valuation of property level. This study may be helpful for state policymakers and local school officials as they work to implement school quality accountability standards as well as review funding issues for schools each year. This study's results indicate that higher poverty areas have greater difficulty meeting state standards and achieving the levels required in student achievement. More state funding does not seem to enhance the ability of districts to improve under the current funding mechanisms. A new funding policy may be needed to address inadequacy in funding, not just inequity between school districts.

Download or read book The Impact of Spending Cuts on Missouri Student Achievement written by Andrew Ray Kohl and published by . This book was released on 2013 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. This study found a slightly negative relationship between per-pupil expenditures and attendance rates across 267 Missouri school districts. Per-pupil expenditures did not have predictive significance when compared to graduation rate or MAP scores. Through the findings of this study, district decision makers will have insight into more efficient allocation of scarce educational resources. This study will also provide direction for further research on the impact of education inputs that effect achievement.

Download or read book The Relationship of Missouri Region C School District Characteristics to Student Achievement on the Missouri Assessment Program in Grades Seven and Eight in the Core Areas of Communication Arts and Mathematics written by Jennifer R. Wheeler and published by . This book was released on 2006 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine if there exists a relationship between school district characteristics and student achievement. The researcher explored the relationship between per-pupil expenditure, teachers' years experience, teachers' advanced degree status, and socioeconomic status and students' performance data in grades seven and eight on the core subjects tested by the Missouri Assessment Program in 53 school districts from Southwest Missouri. The statistical procedure for analyzing the multiple data sets was linear regression. The study revealed in mathematics, 31.5 percent of variance in student achievement could be explained by socioeconomic status and 14.5 percent by per-pupil expenditure."--Abstract.

Download or read book The Relationship of Assessed Valuation Expenditure Per Pupil and Local Tax Rates to Student Achievement in Missouri School Districts written by Charles W. Brazeale and published by . This book was released on 2014 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The primary purpose of this study was to analyze the relationship of assessed valuation, expenditure per pupil, the operating tax rate, and the debt service tax rate to student achievement in Missouri public school districts. Four research hypotheses addressing the relationship between each of the financial variables with the student achievement variable. The research design for this study was a non-experimental quantitative methodology utilizing the Pearon r."--Abstract

Download or read book Report of the Public Schools of the State of Missouri written by and published by . This book was released on 1859 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Funding Approaches for Missouri School Districts Capital Expenditures 1986 1990 written by Gary K. Schroer and published by . This book was released on 1991 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Persistence to Graduation Rates and Selected Independent Variables in Missouri Public School Districts written by Randy Dean Sheriff and published by . This book was released on 1997 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The purpose of this study was to identify variables explaining the variance in persistence to graduation rates in Missouri public high school districts. Currently, evidence is lacking explaining the differences in persistence to graduation rates among Missouri public high schools. Methodology. Data were collected on 451 K-12 public school districts for the 1992-1993 school year. Analysis of variance was used to determine if significant differences in the persistence to graduation rates among Missouri public high school districts existed using selected independent school-related variables district classification, Missouri School Improvement Program classification, and school district grade level organization. Multiple stepwise regression was used to determine if a composite set of variables could explain a significant amount of variance in the persistence to graduation rates among the school-related variables: percentage of attendance to membership, current expenditure per pupil, units of high school credit, pupil-teacher ratio, average high school teacher's salary, instructor's average years of experience, eighth grade Missouri Mastery and Achievement Test results on four subtests, district longevity of the building principal, percentage of graduates attending college, average class size; and the community-related variables: high school enrollment, equalized assessed valuation per pupil, equalized operating levy, percentage of the budget derived from local and county sources, percentage of district mobility, percentage of students receiving Aid to Families of Dependent Children, district income factor, percentage of minority students, and the percentage of students participating in the free and reduced lunch program. Results. The following results are based on an analysis of the findings. School districts with no intermediate grade level have significantly higher persistence to graduation rates than districts with intermediate grade levels. Variables with a negative correlation including average teacher's salary, secondary pupil-teacher ratio, and percentage AFDC, and the variable MMAT mathematics scores with a positive correlation explained 31.25% of the variance in persistence to graduation rates in Missouri public schools.

Download or read book The Relationship Between School level Resource Allocation and Student Achievement written by Craig D. Eaton and published by . This book was released on 2004 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the National Commission on Excellence in Education released its report A Nation at Risk in 1983, educational reform which demands accountability has been an important topic on national and state agendas. The 1993 Missouri legislation entitled The Outstanding Education Act, along with recent federal No Child Left Behind (NCLB) legislation, are examples of legislative reform and increased accountability standards for public schools. These examples help fuel the debate on the controversial topic of how educational resources are related to student achievement because in them school funding is tied to the legislation. The purpose of this study was to determine if relationships exist between resource allocation in Missouri middle schools and student achievement. This study utilized resource allocation and student achievement variables similar to those used in national-, state-, and district-level studies; however, this study analyzed possible relationships at the school level. The dependent variables utilized were the percent of students scoring at or above the "proficient" category on 7 th -grade communication arts and 8 th -grade mathematics Missouri Assessment Program (MAP) tests. Independent variables included school-level current per pupil expenditures (PPE); student to teacher ratios for schools and in communication arts and mathematics classrooms; as well as school wide teacher instruction-free time; and the ratio of students to non-instructional professional staff. The study found that differences exist in resource allocation levels of sampled Missouri middle schools. Findings also suggest a significant positive relationship between PPE and mathematics achievement. Significant positive relationships were also demonstrated when analyzing student to teacher ratios, instruction-free time of teachers, and student to non-instructional professional staff ratios.

Download or read book Relationship Between School District Expenditures in Various Categories and Student Performance written by B. Wade Brorsen and published by . This book was released on 2001 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effect of school expenditures on student performance has been a subject of much study and controversy. This paper provides additional empirical evidence about the effects of various categories of school spending on student performance. An educational production function is estimated using achievement test scores to proxy school output, with socio-economic characteristics and expenditures in various categories as inputs. The data are school district level expenditures from Oklahoma. Unlike most past research, a correction is made for heteroskedasticity created by differences in school district size. The correction for heteroskedasticity leads to statistical tests with greater power. Test scores were positively related to expenditures on instruction and instructional support, and are negatively related to expenditures on student support, such as counseling and school administration. The negative effect of counseling and administration could be due to counselors taking up classroom time or administrators using classroom time with announcements or assemblies. Alternatively, the causality could go the other way. It could be that schools with problems hire more administrators and counselors. The socioeconomic variables included may not fully capture the problems that a school faces. The results do show that spending is useful when targeted toward instruction. The effect, although statistically significant, is not large. Thus, the research finds that money can matter if it is spent on instruction.

Download or read book Analyzing the Correlation Between Data Usage and Student Performance on the Missouri Assessment Program written by Melissa A. Cooper and published by . This book was released on 2012 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts are charged with the task of improving standardized test scores and closing the gaps between specific groups of students. Numerous programs, school improvement strategies, changes in instruction and leadership have been implemented to close the gap. Data are becoming more abundant at the state, district, and school levels. Many districts track student test scores year-to-year to plan interventions for students who are lagging behind in efforts to meet state standards in reading and mathematics. As school districts collect more data to meet the NCLB law, they have become valuable players in efforts to use data to drive instructional decisions. The purpose of the study is to examine the level of data usage (high and low) of the public elementary schools in Southeast Missouri (16 counties) and to examine the correlation with student MAP performance in Communication Arts and Math. The rationale is that public elementary schools, which have participated in high level data usage in this sample would demonstrate high student performance on the MAP test. The study will observe whether or not this is true in the six high data usage and six low data usage schools selected based on survey results. The data usage rates were correlated to the 2010-2011 MAP Advanced/Proficient Score in Math and Communication Arts. The findings for the original two research questions demonstrated there was no significant relationship between the data usage of elementary school personnel and the Communication Arts MAP nor was there a significant relationship between the data usage of elementary school personnel and the Math MAP Advanced/Proficient score. The mean scores between high and low data usage schools only showed a mean difference of less than one. The respondent scores demonstrated the principal scored higher in all four subset categories over all other respondent groups. The difference between principal means and classroom teacher was less than one in all subsets except Implementation. As the need for increased test scores continues through the NCLB initiatives, school districts will continue to find the best practices necessary to boost teacher effectiveness and student performance. Continued research is needed in Southeast Missouri to identify the forms of data analysis that are informing best practices in high performing schools.

Download or read book Relationships Between Size of Schools and School Districts and the Cost of Education written by William F. Fox and published by . This book was released on 1980 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Trends in Disparities in School District Level Expenditures Per Pupil written by William J. Hussar and published by DIANE Publishing. This book was released on 2000 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Disparities in Public School District Spending 1989 90 written by Thomas Parrish and published by . This book was released on 1995 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Missouri School District Reactions to Revenue Shortfalls written by Ray Vankirk Patrick and published by . This book was released on 1996 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study. The purpose of this study was to gather data from Missouri school districts to identify what measures were taken to deal with revenue shortfalls. A secondary purpose was to determine the extent to which Missouri school districts would be able to continue their programs should the revenue shortfall trend continue. The study compared demographic and financial characteristics for districts identified as being fiscally troubled or fiscally sound. Method. The population selected for this study consisted of all Missouri public school districts. Data were collected by use of a survey questionnaire mailed to the chief district administrator. Additional data pertaining to each school district were collected from the School Data Section of the Missouri Department of Elementary and Secondary Education. Findings. There were correlations identified as significant for all three fiscal years for the combined fiscally troubled and fiscally sound Missouri school districts. Positively Correlated as related to the General Fund Balance Changes were Adjusted Operating Levy and Equalized Assessed Valuation. Negatively Correlated were Average Salaries, Instruction, Average Salaries, Administration, Pupil Teacher Ratio, Special Fund Revenue, and Special Fund Expenditure. Positively Correlated as related to the Special Fund Balance Changes were Percent Income State, Average Salaries Instruction, Average Salaries Administration, and Pupil Teacher Ratio. Negatively Correlated was Equalized Assessed Valuation. Significant differences between the fiscally troubled and fiscally sound school districts at the.05 level were noted on four variables as the result of the ANOVA. Conclusions. A fiscally troubled Missouri school district profile would indicate that the district expenditures tended to exceed the receipts at the end of the fiscal year, and the fund balances continued to decline. When reviewing the descriptive statistics, the fiscally troubled school district had a lesser percent of income from the state, had a lower pupil/teacher ratio, a greater operating levy, higher average salaries for instruction, and higher average salaries for administration. Recommendations. Further study should be conducted using the fiscally sound and fiscally troubled school districts by comparing the management styles, expertise, and action of the superintendent and the board of education.