School Finance and Staff Variables and Their Relationship with Texas School Districts' Accountability Ratings PDF Download
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Author: Joe Rodriguez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 288
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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: Susan Louise Humiston
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 308
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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: Jennifer S. Brandewie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 131
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See ProQuest for Summary.
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: United States Commission on Civil Rights. Texas State Advisory Committee
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 30
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Author: Texas Education Agency
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 169
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Author: Texas Education Agency
Publisher:
ISBN:
Category : School management and organizatino
Languages : en
Pages :
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Author: Texas Advisory Commission on Intergovernmental Relations
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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