Download or read book The Relationship Between Student Achievement and Spending in Nebraska Public School Districts written by Craig W. Pease and published by . This book was released on 2014 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School District Variables Including Superintendent principal Conflict and Their Contribution to Student Achievement in Nebraska Class III Public School Districts written by Kenton J. McLellan and published by . This book was released on 2002 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Cost Effectiveness and Instructional Value of One to One Technology Investments Among Nebraska School Districts written by William R. Robinson (Jr) and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study compared 7-12 student achievement scores in Nebraska School Districts which expend funds for one-to-one technology with 7-12 student achievement scores in Nebraska School Districts that do not expend funds for one-to-one technology. The study specifically examined Nebraska financial and achievement data from the following sources: (1) Technology and staff development costs from Nebraska State expenditure codes 1100-400 (regular instruction technology) and 1100-300 (regular instruction staff development/training). (2) Composite district achievement data from Nebraska State Assessment (NeSA) data in the areas of Math, Reading, Science and Writing; Four year graduation rates and American College Testing (ACT) composite scores.
Download or read book The Property Tax School Funding Dilemma written by Daphne A. Kenyon and published by Lincoln Inst of Land Policy. This book was released on 2007 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: States experiencing taxpayer revolts among homeowners are tempted to reduce reliance on the property tax to fund schools. But a more targeted approach can provide property tax relief and improve state funding for public education. This policy focus report includes a comprehensive review of recent research on both property tax and school funding, and summarizes case studies of seven states-- California, Massachusetts, Michigan, New Hampshire, New Jersey, Ohio and Texas. The majority of these states are heavily reliant on property tax revenues to fund schools. While there is no one-size-fits-all solution, the report recommends addressing property taxes and school funding separately.
Download or read book Making Bricks Without Straw written by Jerry Johnson and published by . This book was released on 2004 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers, policymakers, taxpayers, and others have wondered whether "money matters" in the academic achievement of public school students--in other words, do the schools and districts that receive the most (in terms of financial resources) produce the most (in terms of measurable student achievement)? This issue is particularly pressing at the district level of performance, because districts are the recipients of state aid and the unit of analysis for determining whether state funding systems are adequate and/or equitable. In an effort to explore whether "money matters" in Nebraska, this study analyzes the relationship between student achievement and fiscal resources among school systems in Nebraska. Moreover, in considering these relationships, it is important to recognize that the cost of providing an adequate education varies with the socio-economic characteristics of the district, and that other factors may affect the relationship between achievement patterns and fiscal resources--i.e., districts that serve higher percentages of students who face nonacademic barriers to high achievement (poverty, limited English language skills, etc.) require additional financial resources to "level the playing field" for their students with regard to students who do not face similar barriers. With that in mind, the study also includes socioeconomic characteristics of school systems and their communities in the analysis. Findings suggest that the distribution of financial resources throughout the state does in fact mirror the distribution of student achievement, and in ways that place school systems serving the most challenged student populations in the unenviable position of attempting to do more for their students with significantly fewer resources available. The resources they are provided are inadequate to the challenge they face and inequitable compared to the resources received by districts facing fewer challenges to achievement. (Contains 9 tables, 2 figures, and 3 notes.) [This paper represents a publication of the Policy Program of the Rural School and Community Trust.].
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 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 The Relationship Between School Funding and Student Achievement in Urban and Rural School Districts written by Timmie M. Edwards and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Costs of Education written by Betty Cox and published by DEStech Publications, Inc. This book was released on 2013-03-12 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: How schools budget and spend the money they receiveAnalyzes links (or their absence) to educational goalsA candid guide to how resources are used in schools Based on extensive research and hands-on school budgeting, this volume is a systematic exposition of how money is collected and spent in the thousands of public school districts in the US, as well as parochial, private and charter schools. The volume explains both the paper trail of how money is allocated in budgets and justified in outlays, as well as the decision-making steps authorizing the collection and spending of funds. A thesis of the book is that money for schools should in all instances contribute to the promotion of educational goals. The book shows that the determination of, as well as the realization, of such goals is subject to complexities that result in questionable uses of limited resources--a result that has wide implications.
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.
Download or read book Relationship Between Educational Spending and Student Achievement in Rhode Island Public Schools written by Kristen E. Stringfellow and published by . This book was released on 2007 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study investigated the relationship between educational spending and student achievement in Rhode Island public schools. School districts are plagued by a myriad of financial shortcomings. The most pronounced of which is the dependence on local property taxes. Concurrently, the state is raising the standard for student achievement expectations. Educators are clamoring for additional resources in order to comply with this lofty decree. In the past 30 years per pupil spending has practically doubled (Kafer, 2004), while test scores as measured by NAEP (National Assessment of Educational Progress) and SAT (Scholastic Aptitude Tests) have not increased (Hanushek, 1989). Educators ask if increased funding will lead to improved student achievement. The literature suggests that there are unanswered questions related to the relationship among educational spending, student achievement, community wealth, demographics, and effort to support learning. The overall research question addressed in this study is: "Is there a relationship between educational spending and student achievement?" The population includes the 31 school districts that have public high schools in the state of Rhode Island. There are 42 public high schools included in this study. The research design was quantitative, ex post facto. Five variables were quantified: achievement (i.e., proficiency on grade 10 assessments), educational spending (i.e., total district expenditures per pupil), educational effort (i.e., extent to which a district is taxed in relation to the rest of the state), wealth (i.e., amount of taxable property wealth), demographic setting (i.e., dividing the districts into three categories: urban, urban ring and suburban). Data was analyzed utilizing a Pearson-Product-Moment Correlation, a 1-way ANOVA, and a multiple regression analysis. Findings indicate that there was no significant correlation found between spending and achievement, significant negative correlation between effort and achievement, significant positive correlation between wealth and achievement, and significant negative correlation found between wealth and effort. Also there were significant differences found between all demographic areas (urban, urban ring and suburban communities) with regard to achievement. In multiple regression of achievement within the aforementioned variables, demographics explained most of the variance and wealth (and in the case of mathematics, also spending) explained the remainder.
Download or read book Tax Credit Scholarships in Nebraska written by Brian Gottlob and published by . This book was released on 2010 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study seeks to inform the debate over a proposal in Nebraska to give tax credits for contributions to organizations that provide scholarships to K-12 private schools. The study constructs a model to determine the fiscal impact of tax-credit scholarships on the state and on local school districts. The author estimates the impact that tax-credit-funded tuition scholarships will have on the distribution of students between public and private schools in Nebraska by estimating the likely transfer of students from public to private schools depending on the average dollar value of scholarships. The author uses these estimates to model the impact tax-credit scholarships will have on state education aid to school districts and to calculate the break even rate of "transfer," or the number of public school students that would have to transfer from public to private schools in response to the scholarship program, in order to make the tax credit fiscally neutral from the perspective of Nebraska state government. The author uses district-level expenditure and enrollment data to estimate the percentage of expenditures that vary with changes in enrollment levels across school districts in Nebraska and compare the revenue and expenditure impacts of tax-credit scholarships on school districts to determine the net impact of tax-credit scholarships on district finances. In addition to allowing Nebraska to expand educational opportunities to lower- and middle-income families and improving the equity of its education system, a tax-credit-funded scholarship program would generate fiscal benefits for local school districts, increasing the available resources for students who remain in public schools. Because much of their revenue does not vary with enrollment, school districts would retain much of the funding associated with students who use scholarships to transfer from public to private schools. The overall impact on public schools would be to increase the financial resources available per student. Depend a few key program design elements, it could also result in fiscal savings to the state budget. (Contains 11 tables, 10 figures and 19 notes.).
Download or read book Operational Issues for Further Study in the Implementation of the Policy of the State Board of Education for Providing Equitable Opportunities for an Essential Education for All Students in Nebraska Public School Districts written by Nebraska. State Board of Education and published by . This book was released on 2004 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Financial Inputs and Academic Outputs written by David Duane Aslyn and published by . This book was released on 2012 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of the study was to analyze the relationship between student achievement, school district level of economically disadvantaged students, and school district per pupil spending."--leaf iii.
Download or read book Obama and The End of the American Dream written by Michael A. Peters and published by Springer Science & Business Media. This book was released on 2012-09-07 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The American Dream that crystallized around James Truslow Adams’ The Epic of America originally formulated in the early 1930s and was conditioned by a decade of complexity and contradiction, of big government projects, intensely fierce nationalism, the definition of the American way, and a distinctive collection of American iconic narratives has had the power and force to successively reshape America for every new generation. Indeed, Adam’s dream of opportunity for each according to ability or achievement shaped against the old class culture of Europe emphasizes a vision of social order in which each person can succeed despite their social origins. Barack Obama, a skillful rhetorician and intelligent politician, talks of restoring the American and has used its narrative resources to define his campaign and his policies. In a time of international and domestic crisis, of massive sovereign debt, of the failure of neoliberalism, of growing inequalities, the question is whether the American Dream and the vision of an equal education on which it rests can be revitalized.
Download or read book Money and Schools written by David C Thompson and published by Routledge. This book was released on 2013-10-02 with total page 461 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the new edition of this essential, all-inclusive text, the authors provide more important research for future principals and others enrolled in graduate-level school finance courses. Written in a style that is highly readable, the book offers strong connections to real-world experiences. Readers get both a broad overview of funding concepts and a detailed examination of daily funding operations and will come away with a deep understanding of the relationship between money and student achievement. New to this edition:Current research on the impact of money on student learning outcomes, New concepts that are gaining traction, such as sustainability, Current web resources and recommended reading
