A Correlational Study Between Texas School Districts' Academic Accountability Ratings and Financial Ratings PDF Download
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Author: Jennifer S. Brandewie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
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Book Description
See ProQuest for Summary.
Author: Jennifer S. Brandewie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
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Book Description
See ProQuest for Summary.
Author: James D. Troutman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this mixed methods study was to investigate federal and state accountability policies and the relation between school district accountability and school district resources. No Child Left Behind (2001) (NCLB) and Public Law 107-110 developed a federal accountability system that basically compared historically marginalized students with affluent students (Mintrop & Trujillo, 2005). Therefore, NCLB sets high achievement rates equal to the ability of affluent students (Mintrop & Trujillo, 2005). In addition, NCLB required State Education Agencies (SEA’s) to develop a state plan with standardized assessments as in the case for the North Forest Independent School District and other unacceptable school districts taken over by the Texas Education Agency. The study answered the following two research questions: 1. How are federal and state school and district accountability policies defined? 2. What is the relation between school district accreditation and school district resources? During the process of answering questions one and two, the relation between school district accountability and student economic backgrounds emerged as an important finding. Chapter four added the following research questions: 3. What is the relation between school district accountability and economically disadvantaged students? 4. What are the relation s between school district accountability and the enrollment percentage of race? a. African American b. Hispanic c. White To answer the first research question a literature review was conducted on federal and state accountability policy theory. The review of federal policy focused on the No Child Left Behind used to define federal accountability policy and the effects of federal policy on school takeovers (Elmore, 2010, 1996; Fowler, 2008; Fuhrman, 1999; Garfield, Garfield, & Willardson, 2003; Kingdon, 2011; O’Day, 2002; Public Law 107-110; Wirt & Kirst, 2009). The literature on state school accountability policy was reviewed to define state accountability policy and the effects of state accountability policy on school closures (TEC 39, 2011). The answer to the first research question lies in the framework and a timetable for federal school accountability polices that were developed. However, state policies are based on federal accountability policies requiring states to develop state assessment instruments (NCLB, 2011); consequently state accountability polices were grounded in the Texas Education Code, Chapter 39 (TEC). To answer research question two, correlational methods were used to identify the relation between school district accountability and school district resources. In addition, the relation s between school district accountability and student economic backgrounds and school district accountability and race were explored Archival data for Texas accountability were retrieved from the Texas Education Agency Accountability Rating System (AEIS). School district resource data were retrieved from the Texas Education Agency School Finance Reports and Data. Correlational analyses were conducted between the 45 Texas Exemplary school districts and the 50 Texas Academically Unacceptable school districts. Correlational relations were measured for accountability ratings and Weighted Average Daily Attendance (WADA), accountability ratings and the percentage of disadvantaged students, and accountability ratings and race. The most significant relation found was a -0.745 between the accountability ratings and economically disadvantaged students. Generally, the findings may imply that poverty continues to be the major source of the achievement gap as measured by school district accountability ratings.
Author: Joe Rodriguez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 288
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Author: Rosa Maria Villarreal
Publisher:
ISBN:
Category :
Languages : en
Pages : 320
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Book Description
The study examined school district expenditures in Texas and their correlations with student achievement. The following research question guided this study: Which resource allocations produce statistically significant correlations between the resource allocation variances among school district and student achievement? An ordinal logistic regression analysis included 1009 school districts in the State of Texas, 18 of 26 possible finance function codes provided per-pupil dollar amounts, and 9 of 11 possible demographic categories were utilized for the study. The study held the school district as the unit of analysis. The statistical model was used to regress the dollar amounts categorized by financial function codes and percent student demographics to determine if a relationship existed with the dependent variable of the Texas Education Agency's defined accountability rating during the 5-year time period--2004-2008. At the national level, there is a long-standing debate over whether the amount of money allocated to education affects student achievement. The literature review presents two sides of the debate concerning whether financial resources make a difference with regard to student achievement as represented through district-level accountability ratings. The research revealed that specific school district resource allocations by function code are statistically significant with regard to district level accountability measures through the Texas Education Agency (TEA) accountability system. However, the odds ratios temper the impact of the significance. The research also revealed that demographics are statistically significant in the State of Texas accountability system.
Author: Sarah Fitzhugh
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages :
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The major purpose for the study was to determine if a relationship existed between district ratings, as assigned by the Texas Education Agency, and population groups, funding, and class size. The variables utilized for this study included the following number of student ethnicity/ race (African American, Hispanic, and White) utilized in a district rating as well as, the Economically Disadvantaged group indicator. The groups were coded to indicate each district that had a particular student group applied towards the district's accountability rating. It was then determined how many race/ ethnicity indicators counted in a rating for each district. In addition, teacher-to-student ratio and funds spent per student were analyzed. The study also explored the relationship between ratings and college readiness of students. It is possible for a district in Texas to attain one of four ratings. Three separate logistic regressions were calculated using several independent variables as predictors. Two research questions examined the relationship between college readiness and ratings. A point biserial correlation was calculated to determine the relationship between ratings and college readiness as determined by the Reading test scores. A point biserial correlation was run to determine the relationship between ratings and college readiness as determined through Mathematics test scores. No included variables were found to effectively discriminate between Academically Acceptable and Academically Unacceptable districts. The number of race/ethnic groups utilized in the rating as well as the economically disadvantaged indicator both contributed to a district being rated Recognized or Academically Acceptable. The economically disadvantaged indicator was found to predict a district being rated Exemplary or Recognized. Findings indicated that ratings and college readiness were positively correlated for both the Reading and Mathematics assessments.
Author: Samson A. Moreno
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Purpose Four purposes were present in this journal-ready dissertation. The first purpose was to examine the degree to which the percentage of beginning teachers in traditionally configured elementary, middle, and secondary Texas schools differed as a function of two distinction designations (id est, Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics). The second purpose was to determine the extent to which differences were present in student ethnic/racial enrollment as a function of two distinction designations for traditionally configured elementary, middle, and secondary Texas schools. The third purpose was to ascertain whether trends were present in the percentage of beginning teachers and student ethnic/racial enrollment with respect to distinction designations in reading and in mathematics. The final purpose was to determine the degree to which prior trends established by Martinez-Garcia and Slate (2010, 2012a, 2012b), Moreno and Slate (2015), and Lopez and Slate (2014) were commensurate with the 2011-2012 through the 2014-2015 school years that were examined in this study. Method A non-experimental causal-comparative research design was used in this study. Archival quantitative data were obtained and analyzed from the Texas Academic Performance Reports for the 2012-2013 through the 2015-2016 school years. Only data from traditionally configured public elementary, middle, and high schools were analyzed. Inferential statistical procedures were calculated to determine the degree to which the percentages of beginning teachers and student ethnicity/race enrollment percentages differed between two distinction designations (id est, Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics). Findings Statistically significant differences were present in the percentage of beginning teachers between the two different distinction designations. Higher percentages of beginning teachers were present in schools that did not meet the two distinction designations than in schools that did meet the two distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and lower percentages of Black students, Hispanic students, and White students were present at schools that met the two distinction designations. Results from this study were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2222
Author: William Keith West
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The dissertation examines the Texas Foundation School Program (FSP) empirically to determine its effectiveness in meeting state constitutional requirements and legislative policy goals. Three research questions guided this study, two of which focused on the relationship between campus-level expenditures and standardized test performance, while the third analyzed the influence of a district's property wealth designation on its respective accountability rating. Longitudinal Texas Academic Excellence Indicator System data, consisting of selected academic performance indicators and funding components, was collected from the Texas Education Agency. Approximately 7,000 campuses and 1,050 districts per year of study comprised this data. Ordinary least squares multiple regressions and multiple logistic regression analyses were conducted to identify significant predictors of campus expenditures, campus standardized testing performance, and district academic accountability ratings. After examining the FSP and its funding components empirically, evidence suggests that while campus-level funding components positively predict the ability of a campus to spend, they do not predict campus academic performance. Key campus funding components, such as compensatory education and special education, do not appear to be funded at appropriate levels to contribute to positive performance outcomes. If vertical equity is important, then the FSP appears to have the conceptual structure, but not the funding levels, in place to contribute to positive academic outcomes at the campus level. Data also suggests that a district's wealth designation is not a significant predictor of accountability ratings. Though property wealth plays a key role in determining district revenue and expenditures, it does not appear to influence Texas accountability ratings to the same extent. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151065
Author: David Lynn Simmons
Publisher:
ISBN:
Category : School districts
Languages : en
Pages :
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Author: Susan Louise Humiston
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 308
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Book Description
Texas public school districts (N=1,037) were used in this study. Multiple regression results indicated that a relationship existed between student achievement, as measured by the TAKS, and financial management, as measured by the five domains in School FIRST. Statistical findings from testing the research hypotheses confirmed that a relationship existed between the effective management of resources in Texas public school districts and higher TAKS scores. The results revealed that the five School FIRST domains explained 7% of the variance in the TAKS all tests variable, 5% of the variance in the TAKS reading/English-language arts variable, and 6% of the variance in the TAKS math variable. Regression analysis indicated that a relationship existed between financial management and district enrollment, School FIRST indicators explained 2% of the variance in enrollment, and the cash management variable was significantly related to enrollment.
Author: Lisa Ann McClard Bertrand
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Focusing on classroom teachers in grade three to five classrooms, this book determines, which methods most help students to achieve at the mandated levels.
