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Student achievement, demographics, and property wealth as related to the allocation of educational resources in public school districts.

机译：与公立学区教育资源分配有关的学生成绩，人口统计和财产财富。

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摘要

Purpose. This study examined the effect of school district expenditures on student achievement. Four research questions guided the inquiry: (1) Are there differences in school district ratings (“exemplary”, “recognized”, “academically acceptable”, “low performing”) based on school district expenditures, broken down by eight functional expenditure groups: instruction, school leadership, student support services, general administration, non-student services, ancillary services, debt service, and facilities acquisition? (2) Are there relationships between student achievement in reading, writing, and mathematics, as measured by the Texas Assessment of Academic Skills (TARS) tests and the eight functional expenditure groups? (3) Are there relationships between selected school demographic factors: percent of economically disadvantaged students, percent of limited English proficient (LEP) students, percent of minority populations, percent of special education students, percent of gifted and talented students, percent of career and technology students, pupil-teacher ratio and the eight functional expenditure groups? (4) Are there relationships between assessed property value per pupil (high, medium, low) and the eight functional expenditure groups?; Methods. The entire population of public school districts in Texas (n = 1,041) provided the sample for the study for the school years 1999–2000 and 2000–2001. Data on student achievement in reading, writing, and mathematics (n = 3,991,783) were retrieved from the Academic Excellence Indicator System (AEIS), and data on the eight functional expenditure groups, student demographic factors, and property wealth were retrieved from the Public Education Information Management System (PEIMS), both of which are compiled by the Texas Education Agency's (TEA'S) Division of Performance Reporting. Descriptive and inferential statistics were used to examine the four research questions.; Findings. There were four specific findings of the study. First, of the eight expenditure categories, expenditures for instruction, student support, general administration, non-student services, and ancillary services were found to be significant in terms of their influence on a district's AEIS rating. However, post hoc analyses did not produce consistent significant differences among “exemplary”, “recognized”, “academically acceptable”, and “low performing” school districts, and effect sizes were small. Second, school districts that allocated more resources for instruction had higher performance on the TAAS reading, writing, and mathematics tests. Although significant, the R Squared was low. Third, “exemplary”, “recognized”, and “academically acceptable” school districts differentiated their expenditures for instruction when higher percentages of Hispanic, White, Other, Economically Disadvantaged, Special Education, Bilingual, Career and Technology, and Gifted and Talented subpopulations of students were present in their school districts. However, “low performing” school districts did not differentiate their expenditures for instruction to accommodate these different subpopulation groups. Fourth, districts with the greatest property value spent more for non-student services, general administration, and community services. Debt service expenditures were found to be negatively related to property value. This suggests that the more wealthy a school district, the less it expends on debt service, and the more it expends on non-student services, general administration, and community services. The combination of these four expenditure categories accounted for 57.2 percent of the variance in school district wealth.
机译：目的。这项研究检查了学区支出对学生成绩的影响。四个研究问题指导了调查：（1）根据学区支出，按八个功能性支出类别细分的学区等级（``典型''，``公认''，``学术上可接受''，``表现不佳''）是否存在差异：教学，学校领导，学生支持服务，一般管理，非学生服务，辅助服务，债务服务和设施购置？ （2）根据德州学术技能评估（TARS）测试和八个功能性支出组的测量，学生的阅读，写作和数学成绩之间是否存在关系？ （3）选定的学校人口统计学因素之间是否存在关系：经济弱势学生百分比，有限英语熟练程度（LEP）学生百分比，少数族裔人口百分比，特殊教育学生百分比，有天赋和才能的学生百分比，职业百分比和技术学生，师生比例和八个功能性支出组？ （4）每个学生的评估财产价值（高，中，低）与八个功能性支出类别之间是否存在关系？ 方法。得克萨斯州的所有公立学区人口（n = 1,041）为研究1999–2000和2000–2001的学年提供了样本。从学习成绩指标系统（AEIS）中检索了学生在阅读，写作和数学方面的成就数据（n = 3,991,783），并从公共教育中检索了八个功能性支出类别，学生人口统计学因素和财产财富的数据信息管理系统（PEIMS），均由德州教育局（TEA'S）的绩效报告部编制。描述性和推理性统计被用来检验这四个研究问题。 发现。该研究有四个具体发现。首先，在这八项支出类别中，用于指导，学生支持，一般管理，非学生服务和辅助服务的支出在对地区AEIS评分的影响方面被认为是重要的。但是，事后分析并未在“示例性”，“公认的”，“学术上可接受的”和“表现欠佳”的学区之间产生一致的显着差异，并且影响量很小。第二，分配更多资源用于教学的学区在TAAS的阅读，写作和数学测试中表现更高。尽管很重要，但R平方很低。第三，当“西班牙裔”，“白人”，“其他”，“经济弱势”，“特殊教育”，“双语”，“职业和技术”以及“有才华的和有才华的”子群体的百分比较高时，“示例性”，“公认”和“学术上可接受”的学区将其教学支出区分开来。学生在他们的学区就读。但是，“表现欠佳”的学区并未区分其教学费用以适应这些不同的亚人群。第四，财产价值最大的地区在非学生服务，一般行政和社区服务方面的支出更多。发现还本付息支出与财产价值负相关。这表明学区越富裕，其用于偿还债务的费用就越少，而用于非学生服务，一般管理和社区服务的费用就越多。这四种支出类别的总和占学区财富差异的57.2％。

著录项

  • 作者

    Clark, Keith Dwain.;

  • 作者单位

    Sam Houston State University.;

  • 授予单位 Sam Houston State University.;
  • 学科 Education Administration.; Education Finance.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 144 p.
  • 总页数 144
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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