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School finance and staff variables and their relationship with Texas school districts' accountability ratings.

机译：学校财务和教职员工变量及其与德克萨斯学区责任等级的关系。

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摘要

There has been a consistent academic gap between economically disadvantaged children and other children in Texas that may not be as disadvantaged. Schools have had difficulties teaching basic skills, needed for success at higher levels, at the elementary level to this population. The question thus becomes, what does it take to teach and provide basic skills to these students successfully? To be an effective campus, a school does not need to bring all students to identical levels of mastery, but should bring an equal percentage of its highest and lowest social classes to minimum mastery levels (Edmonds, 1982).;The purpose of this study was to explore the relationship between finance and staff variables and the academic achievement of students while revealing successful practices for school districts and schools alike. The benefit of such a study is that school districts may wish to use the observations to examine or evaluate their staffing and financial situations.;Analysis of covariance (ANCOVA) procedures were performed in the study. The independent variable in each of the questions was the school accountability rating, which consists of multiple groupings and the dependent variable which would be school finance and staff variables. The dependent variables were the various school finance and staff variables.;In this research, 11 questions were addressed and repeated for three academic years. The three years of data were collected from the Texas Education Agency Academic Excellence Indicator System website. Findings suggested that in more cases then not, significant statistical findings were observed when reviewing the staff and financial data. An important finding was that the Academically Unacceptable school district category on average spent less funding on instruction, had teachers with a lower amount of experience, and had the greatest number of students per teacher when compared to the three other accountability groups.
机译：经济上处于不利地位的儿童与德克萨斯州其他未必处于不利地位的儿童之间始终存在着学术差距。在这些人群的基础教育中，学校在基础教育上遇到了困难，而基本技能是更高层次的成功所必需的。因此，问题就变成了如何教给这些学生成功并提供基本技能？为了成为一个有效的校园，一所学校不需要使所有学生都达到相同的掌握水平，而应将其最高和最低社会阶层的相同百分比提高到最低掌握水平（Edmonds，1982）。旨在探索财务和员工变量与学生学业成绩之间的关系，同时揭示学区和学校的成功做法。这项研究的好处是学区可能希望使用这些观察来检查或评估其人员配备和财务状况。在研究中进行了协方差分析（ANCOVA）程序。每个问题中的独立变量是学校责任等级，它由多个组和因变量组成，即学校财务和员工变量。因变量是各种学校财务和教职员工变量。在本研究中，解决了11个问题，并在3个学年中重复进行。这三年的数据是从德州教育局学术卓越指标系统网站收集的。结果表明，在更多情况下则没有，在审查人员和财务数据时观察到了显着的统计结果。一个重要发现是，与其他三个问责制组相比，“学术上不可接受”的学区类别平均在教学上花费的资金更少，老师的经验较少，每位老师的学生人数最多。

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  • 作者

    Rodriguez, Joe.;

  • 作者单位

    Texas A&M University - Kingsville.;

  • 授予单位 Texas A&M University - Kingsville.;
  • 学科 Education Administration.;Education Finance.
  • 学位 Ed.D.
  • 年度 2008
  • 页码 144 p.
  • 总页数 144
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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