Author: Jennifer Eileen DelongPublisher:
ISBN:
Category :
Languages : en
Pages : 236
Book Description
Abstract: The focus of this study was the relationship between the community context of schools and student achievement. This study also looked at the relationships between community context and school funding, and school funding and student achievement. The sample for this research was all 17 elementary schools in the South-Western City school district in Ohio. Community context was measured as a composite of income, wealth, family structure, and race. Student achievement was measured by Ohio Proficiency tests scores and student mobility, attendance and promotion rates. School funding was measured as total per pupil expenditures and the breakdown of the five areas of spending: building operations, administration, instruction, pupil support and staff support. School was the unit of analysis for these data. Data sources were state report card records, the national census, and county auditor records. The analysis included bivariate correlations, stepwise regression and structural equation modeling. Findings regarding the relationship between achievement and community context suggest that there is a relationship between income, wealth, and race on several of the indicators of student achievement. The findings comparing school funding, community context and achievement resulted in only one significant result suggesting a possible relationship between spending on pupil support and student mobility.
