An Examination of the Effects of Student SES, School Funding, and Teaching Resources on Test Scores Among Ohio High School Students PDF Download
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Author: Gwendolen Kaye Antestenis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
This thesis examines indirect discrimination in Ohio's public schools. Student SES (socioeconomic status) and teaching resources influence student achievement. Federal, state, and local tax revenues purchase institutional resources in America's public school. Disparity in community property tax revenue results in unequal funds for public schools. Using path analysis I examined the direct and indirect effects of student SES and institutional resources on percentage of students passing the proficiency exams. In this thesis I introduced a label, indirect institutional discrimination, in the examination of property wealth based public school funding systems. Federal revenue, in comparison to state and local revenue, has a significant effect on proficiency test scores. Future research should examine subgroups selected by student SES to further explore the differential effects of federal, state, and local revenue on teaching resources variable and proficiency test scores.
Author: Gwendolen Kaye Antestenis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
This thesis examines indirect discrimination in Ohio's public schools. Student SES (socioeconomic status) and teaching resources influence student achievement. Federal, state, and local tax revenues purchase institutional resources in America's public school. Disparity in community property tax revenue results in unequal funds for public schools. Using path analysis I examined the direct and indirect effects of student SES and institutional resources on percentage of students passing the proficiency exams. In this thesis I introduced a label, indirect institutional discrimination, in the examination of property wealth based public school funding systems. Federal revenue, in comparison to state and local revenue, has a significant effect on proficiency test scores. Future research should examine subgroups selected by student SES to further explore the differential effects of federal, state, and local revenue on teaching resources variable and proficiency test scores.
Author: Ohio. State School Survey Commission
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 412
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Book Description
Author: Frank Marshall Adamson
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 418
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Book Description
Many people have touted education as a great equalizer because it provides students with the skills and opportunity to succeed in life based on their own merit. While this attitude has helped increase access to education around the world, the quality of that education varies. Globally, education has multiple challenges. On the micro level, educational quality remains inconsistent, and on the macro level, increasing economic inequality has potential to deleteriously affect education. This study analyzes the relationships between micro level education phenomena and these macro level economic forces to determine how economic inequality relates to education quality. This study engages the infamous educational "black box" in three different areas that capture, in aggregate, a meaningful portion of the classroom experience: opportunity to learn (OTL), teacher preparation, and student achievement. The analysis situates educational quality in the context of country-level economics by comparing students across three types of economic disparities: inequality between countries, inequality within countries, and inequality in the socio-economic status (SES) of students. Between-country inequality consists of differences in overall country income while within-country inequality concerns the distribution of income. Between-student inequality gauges the relative SES of families and their ability to provide resources conducive to education. The main hypothesis is that high SES students in more-unequal countries have relatively more access to educational resources, leading to relatively better teachers, relatively more OTL, and higher math scores. The converse would hold true for low SES students. Findings from international comparisons using the international assessments in 2003 (PISA and TIMSS) show that income inequality adversely relates to educational factors for students in all SES groups. Both high and low SES students in more-unequal countries have lower achievement scores, less prepared teachers, and less OTL. More detailed analysis at the country level does not identify any "silver bullets" for low or high income inequality countries, but does show that OTL has a greater relationship to achievement for higher SES students, while environmental factors such as community size matter for low SES students. Theses findings imply that high SES students have the foundation to take better advantage of their educational settings while low SES students must first manage their social and economic environments.
Author: Igor Holas
Publisher:
ISBN:
Category :
Languages : en
Pages : 342
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Book Description
Why do low-income students achieve lower test scores and attain less education than their better off peers? Can we close these gaps through redistribution of school funds? Fifty years ago the Coleman Report (Coleman et al., 1966) suggested that school resources had surprisingly little to do with these achievement gaps, and that school segregation, along with family background, were the primary drivers. In this dissertation I present two studies on two nationally representative cohorts of high school students (high school class of 1992 and 2004). In Study 1, I describe the differences between low- income and well-off students' families (income, structure, home-language, and parental education), school resources (class size and teacher salary), student body characteristics, school and family interpersonal processes, and finally educational outcomes (test scores and attainment). In Study 2, I pursue a structural model to determine whether school resources or family characteristics relate more strongly to students' outcomes, and to identify the mechanisms of influence. In both studies I explore changes in these relations for the two cohorts. Results from Study 1 indicate that low-income students differ from well off students on their family characteristics, characteristics of peers in school, and outcomes, but differences are slight on school funding or resources. Findings from Study 2 indicate that family background and school segregation relate the strongest to students' outcomes with school funding and resources showing only weak relations.
Author: Ohio. State Board of Education. School Funding Subcommittee
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 30
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Book Description
Author: J. David McCracken
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
Author: Donald J. Mook
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 368
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Book Description
Ohio's school funding system is complex. The average taxpayer has at best a limited understanding about how their public schools' revenues and expenditures are collected, distributed, and expended. Overlay on the already complicated funding model with a myriad of school choice options with various funding mechanisms and amounts results in increased complexity. Even educational professionals and policy makers lack a clear appreciation of all the mechanics and implications of school choice and fiscal strain it can place on local school district budgets. This study focuses on the economic impact that Ohio school choice programs have on local public school districts and its potentially deequalizing effects. A literature review traces the evolution of choice programs and their prevalence nationally, before describing Ohio's school choice options and their financing. A quantitative review of the impact of school choice programs on 11 school districts in one of Ohio's 88 counties reveals the flow of public tax dollars among public districts and between public school districts, community academies, private schools, and other educational providers. Findings illuminate the widely unrecognized interaction between school choice and the state school finance system. It furthermore reveals the potentially de-equalizing effects when local revenues, as contrasted to the state formula aid, are sent to other districts or providers, while other districts retain state aid for students they do not educate. Additionally, findings clarify the consequences for traditional public school budgets bearing pressure over local programs, decision-making, and the delivery of a "thorough and efficient" education that students are guaranteed by the Ohio Constitution.
Author: David Allen Shepherd
Publisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 232
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 156
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Book Description
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
