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Public School Funding and School Systems Meeting Adequate Yearly Progress in Tennessee.

机译：田纳西州的公立学校资助和学校系统会议每年都有足够的进展。

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摘要

The purpose of this study was to determine if there was a relationship between level of funding and achievement of school systems in Tennessee based on the standards of the No Child Left Behind Act ( NCLB) of 2001. This study focused on Tennessee school systems and their adequate yearly progress (AYP) status of "targeted" or "good standing" from 2007 through 2009. Federal, state, and local funding, as well as per-pupil expenditure, average teacher salary, and number of students, were used as variables. All data were gathered from the Tennessee Department of Education website.;The researcher performed 6 independent samples t-tests and one chi square analysis. The study showed significant differences in the means of federal, state, and local funding levels between targeted systems and systems in good standing. Targeted systems received more federal, state, and local funding than systems in good standing from 2007 through 2009. The study showed no significant difference in mean per-pupil expenditures between targeted systems and systems in good standing. The study showed a significant difference in the mean teacher salaries. Targeted systems had higher teacher salaries than systems in good standing from 2007 through 2009. The study also showed a significant difference in the mean number of students between targeted systems and systems in good standing. Targeted systems had more students than systems in good standing.;The findings indicate that targeted systems are receiving as much funding as systems in good standing. To help control for the number of students in each system, the two groups (targeted and in good standing) were compared using per-pupil federal, state and local dollars. The analysis indicated no significant difference between targeted systems and systems in good standing for federal money. The analysis did indicate a significant difference between the two groups for state and local money. However, for state money systems in good standing had the higher mean and for local money, targeted systems had the higher mean. Mean per-pupil expenditures were relatively equal between targeted systems and systems in good standing. System size, based on the number of students, showed a significant relationship with the NCLB status of a system. The mean number of students in targeted systems was more than 3 times as large as systems in good standing (17,656 to 5,284). Also, a group of systems with over 4,445 students had over 5 times the number of targeted systems than a group of systems with fewer than 2,094 students.
机译：这项研究的目的是根据2001年《不让任何一个孩子落后的法案》（NCLB）的标准，确定田纳西州的资助水平与学校系统的成就之间是否存在关系。该研究的重点是田纳西州的学校系统及其从2007年到2009年处于“目标”或“良好信誉”的足够年度进展（AYP）状态。将联邦，州和地方资助以及每名学生的支出，平均教师工资和学生人数用作变量。所有数据均从田纳西州教育局网站收集。研究人员进行了6次独立的样本t检验和一项卡方分析。该研究表明，目标系统和信誉良好的系统之间在联邦，州和地方资助水平上的手段存在显着差异。从2007年到2009年，目标系统获得的联邦，州和地方拨款要比信誉良好的系统多。该研究表明，目标系统与信誉良好的系统之间的人均平均支出没有显着差异。研究表明，教师平均工资存在显着差异。从2007年到2009年，目标系统的教师薪水比信誉良好的系统更高。研究还显示，目标系统和信誉良好的系统之间的学生平均人数存在显着差异。目标系统的学生多于信誉良好的系统。;研究结果表明，目标系统获得的资金与信誉良好的系统一样多。为了帮助控制每个系统中的学生数量，使用每学生联邦，州和当地美元对两组（有针对性和良好信誉的学生）进行了比较。分析表明，目标系统与信誉良好的系统之间没有显着差异。分析的确表明了两组在州和地方资金方面的显着差异。但是，对于信誉良好的州级货币系统，平均值较高，而对于本地货币，目标系统的平均值较高。目标系统和信誉良好的系统之间的平均每人支出相对相等。基于学生人数的系统规模显示出与系统NCLB状态的显着关系。目标系统中学生的平均数量是信誉良好系统中学生的平均数量的三倍以上（17,656至5,284）。同样，一群拥有4,445名学生的系统所拥有的目标系统数量是一群拥有少于2,094名学生的系统的5倍以上。

著录项

  • 作者

    Robinette, John E.;

  • 作者单位

    East Tennessee State University.;

  • 授予单位 East Tennessee State University.;
  • 学科 Education Finance.;Education Leadership.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 95 p.
  • 总页数 95
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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