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Education finance trends in a No Child Left Behind America: Implications of student performance on changes in per-pupil spending.

机译：“不让孩子落在美国后面”中的教育财务趋势：学生表现对每位学生支出变化的影响。

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摘要

The implementation of the No Child Left Behind Act of 2001 (NCLB) brought about a new national system of high stakes accountability in which federal legislation, tied to federal dollars, attaches student performance levels to severe, though graduated, sanctions inviting stigma at both the district and school-levels. Given the federalist structure of the education in the United States, state bodies have traditionally controlled educational funding and school performance standards for their own localities, with finance reform generally targeting cross-district equity. In order to avoid the stigmas associated with failure on state standards tests, states may direct aid to low-performing schools and districts. This study incorporates data for five states, two of which have had pre-existing school finance reform. I use these data, spanning from two years preceding NCLB until 2006, to assess whether or not a significant correlations exists between student performance on standardized tests and per-pupil spending, contributing to a potential explanation for differences in spending patterns after the implementation of the law. These evaluations are based on state reporting of student performance and the department of education's Common Core of Data (CCD) documenting of per-pupil spending and enrollment by district. Through the use of a fixed effects model within states over the course of the time period selected, I find that overall there is not statically significant relationship between per-pupil spending and student performance data, though there is a statistically significance difference in spending across states with each progressive year after the implementation of NCLB.
机译：2001年《不让任何一个孩子落后法案》（NCLB）的实施带来了一个新的国家高额责任追究制度，在该制度中，联邦法律与联邦资金挂钩，使学生的表现水平受到严厉的制裁，尽管这种制裁是渐进式的，但在这两个方面都受到耻辱。地区和学校级别。考虑到美国教育的联邦制结构，各州机构传统上控制着其所在地区的教育经费和学校绩效标准，而金融改革通常以跨地区公平为目标。为了避免因州标准测试失败而产生的污名，各州可以将援助直接提供给表现不佳的学校和地区。这项研究纳入了五个州的数据，其中两个州已经进行过学校财务改革。我使用从NCLB之前的两年到2006年的这些数据，来评估学生在标准化考试成绩和每位学生的支出之间是否存在显着相关性，从而有助于解释实施该计划后支出模式的差异。法。这些评估基于国家对学生表现的报告以及教育部门的数据通用核心（CCD），该文件记录了按地区划分的每名学生的支出和入学情况。通过在选定的时间段内使用州内的固定效应模型，我发现总体上，每名学生的花费与学生成绩数据之间没有静态显着的关系，尽管各州的花费在统计上有显着差异在实施NCLB之后的每个进步年度。

著录项

  • 作者

    Branca, Ashley.;

  • 作者单位

    Georgetown University.;

  • 授予单位 Georgetown University.;
  • 学科 Education Administration.;Political Science Public Administration.
  • 学位 M.P.P.
  • 年度 2009
  • 页码 76 p.
  • 总页数 76
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;政治理论;
  • 关键词

  • 入库时间 2022-08-17 11:37:45

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