An Analysis of School Funding and Student Achievement Within the State of Ohio PDF Download
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Author: Brooke Loren Whittaker
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Author: Brooke Loren Whittaker
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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Author: J. David McCracken
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Author: Jennifer Eileen Delong
Publisher:
ISBN:
Category :
Languages : en
Pages : 236
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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.
Author: Gwendolen Kaye Antestenis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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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: Danielle École Woods
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 255
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Abstract: Efficiency models have been generally applied to rank school performance nationwide. Efficiency models have not been used, however, to explore district-level internal efficiency in Ohio. That is the purpose of this study, which is focused on how well money within education maximizes educational outputs in Ohio school districts to raise student academic achievement for all students. Specifically this study: develops a research-based formula to measure efficiency of Ohio school districts, develops financial and student performance indicators based upon general theory, reviews current literature on the research question and examines the Ohio Department of Education's accountability system. This study begins with a pilot study that includes school districts from a select geographical region in all Ohio, calculates correlation statistics to measure the strength of relationships between financial inputs and student performance outputs in Ohio school districts, and further compares and contrasts financial inputs and student performance outputs among ten specific student groups from the total population. The interpretations that result from this research are based upon the state-wide student performance accountability movement mandated by the No Child Left Behind Act and supported by research conducted by leaders in this field of research including but not limited to: Bracey, Carnoy and Loeb, Figlio, Hanushek and Raymond, Jacob and Peterson and West. The empirical model evolves from analytical frameworks that were originally used to support the belief that money has no systematic effect on student academic performance. Throughout the growth of the pilot study the empirical model develops into a study that includes not only the previously stated theory-based approach that relied on Hanushek's body of literature, but also embodies a multitude of theories including those of Hedges, Laine and Greenwald, Heckman, Kain and Rivkin, Klitgaard and Hall, Murnane and Philips, Milanowski, Kimball and Odden, Murnane and Philips and Pritchard who all support the ideology that financial inputs directly impact student performance. The final empirical model and theoretical interpretations are concerned with district efficiency and maximizing student performance.
Author: Thomas B. Fordham Institute
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
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Despite nearly two decades of commissions, analyses, op-eds and speeches, a series of court rulings, legislative changes, and the expenditure of billions of dollars, Ohio still does not have a school funding system that delivers the results the Buckeye State needs. Student achievement still remains low for the globalizing world that young Ohioans will enter and achievement gaps continue to undermine the promise of educational opportunity for all. To address these issues, this report recommends that state policymakers move toward a system of weighted system funding (WSF), in which: (1) Dollars follow students to the public schools they choose to attend; (2) Funding is weighted according to each student's educational needs; and (3) Schools have flexibility to spend the funds in ways that maximize results for their pupils. Because of the political and technical challenges of implementation, it is recognized that WSF cannot be implemented overnight. By setting weights for different students and planning transition to a new system, the report advocates that state policymakers can take initial steps to provide Ohio schoolchildren and taxpayers the education finance system they need and deserve. Two appendices are included: (1) How WSF Might Play Out in Ohio Schools and Districts; and (2) Per Pupil Allocations--Columbus Elementary School Sample. (Contains 29 endnotes and 14 figures.).
Author: Michael J. Bruning
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 200
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Author: Andy Spears
Publisher: Springer
ISBN: 3319103172
Category : Law
Languages : en
Pages : 83
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This Brief explores school funding reform in the states of Kentucky and Tennessee. In 1990, Kentucky passed the Kentucky Education Reform Act designed to overhaul that state’s education system. Two years later, Tennessee passed the Education Improvement Act which included the Basic Education Plan, designed to foster equity in funding among the state’s schools. Initiated as a result of lawsuits against the states’ educational systems, both programs dealt with school funding, specifically funding equalization among districts. This Brief examines the environments that precipitated funding reform in each state as well as the outcomes of the reforms on student achievement. The similarities and differences between the approaches in each state are analyzed and compared to related reform programs in other states. An in-depth study of regional educational reform in the United States, this Brief is of use to public policy scholars as well as education policy consultants and other school system or state education leaders.
Author: Marjorie Davies
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 96
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Author: Benjamin Hall Moore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 104
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School choice has become increasingly popular as a mechanism to increase student achievement and to induce systematic school improvement. This study analyzed the relative school productivity of sending and receiving interdistrict open enrollment districts in Ohio to determine the impact of Ohio's system of open enrollment funding on school productivity. It was found that receiving districts achieved higher student performance while spending less on per pupil instructional expenditures, resulting in higher productivity factors, than sending districts. Ohio's open enrolllment system transfers public funds from the district of residence to the district of enrollment, rewarding the receiving districts, but the potential threat of competition for studnets has not resulted in systematic improvements or the contraction of less productive schools as theorized by proponents of the market theory's application to school choice. The introduction of the use of school productivity factors as a measure of school effectiveness and the return on investment of public funds has implications for both current practice and future research.
