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Quality matters: A different perspec...

Greene, G. Kennedy.

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Quality matters: A different perspective on the relationship between school resources and student outcomes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Quality matters: A different perspective on the relationship between school resources and student outcomes./
Author:	Greene, G. Kennedy.
Description:	103 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1576.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175689
ISBN:	9780542147265

Quality matters: A different perspective on the relationship between school resources and student outcomes.
Greene, G. Kennedy.

Quality matters: A different perspective on the relationship between school resources and student outcomes. - 103 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1576.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

This study is an assessment of the impact of real resource allocation decisions on student outcomes. Real resources are the personnel and materiel employed by schools to increase student learning. Financial resources are not considered for three key reasons: they are only a proxy for the real resources, which they are used to procure; data is frequently available only at the district-level or above; and our ability to ensure direct linkages to the purchase of real resources is dubious. The study uses the production function approach with generally accepted multiple regression and correlation techniques. The sample includes 303 public, comprehensive high schools operating in the state of New Jersey during the period from 1999 to 2002.

ISBN: 9780542147265Subjects--Topical Terms:

626645
Education, Administration.

Quality matters: A different perspective on the relationship between school resources and student outcomes.
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245 1 0 $a Quality matters: A different perspective on the relationship between school resources and student outcomes.
300 $a 103 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1576.
500 $a Sponsor: Craig Richards.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2005.
520 $a This study is an assessment of the impact of real resource allocation decisions on student outcomes. Real resources are the personnel and materiel employed by schools to increase student learning. Financial resources are not considered for three key reasons: they are only a proxy for the real resources, which they are used to procure; data is frequently available only at the district-level or above; and our ability to ensure direct linkages to the purchase of real resources is dubious. The study uses the production function approach with generally accepted multiple regression and correlation techniques. The sample includes 303 public, comprehensive high schools operating in the state of New Jersey during the period from 1999 to 2002.
520 $a Correlational investigation reveals statistically significant associations between real resources and each of the five outcome measures. These correlations confirm the value of conducting research with data aggregated at the school-level. Models that combine school environmental and resource variables predict as much as two-thirds of the variation in outcome data. The predictive value added by real resources proves to be statistically significant over and above that of environmental factors alone, specifically for the mathematics achievement of regular education students, the language arts achievement of special education students, and the aspirations of all students to attend a four-year college. The ability to predict college aspirations after including resources improves by 14%, suggesting practical importance as well.
520 $a Environmental factors such as socioeconomic status and the number of feeder schools continue to exhibit strong individual associations with student outcomes in the prediction models. Yet, the quality of human resources also emerges as a significant predictor, particularly of the college aspirations rate. While socioeconomic status remains the single greatest predictor of college aspirations, resource quality as measured by the percentage of faculty with masters and doctoral degrees is not far behind.
520 $a These results should lead to a complete reconsideration of school district human resource practices with regard to recruiting and hiring, professional development, personnel evaluation, and employee compensation. The findings should have important implications for student data collection and school funding litigation as well.
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