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Evaluating learning outcomes in the ...

Ngugi, Irene.

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Evaluating learning outcomes in the context of school finance equalization: A study of the Robin Hood policy in Texas.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluating learning outcomes in the context of school finance equalization: A study of the Robin Hood policy in Texas./
Author:	Ngugi, Irene.
Description:	281 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 1094.
Contained By:	Dissertation Abstracts International68-03A.
Subject:	Education, Finance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256503

Evaluating learning outcomes in the context of school finance equalization: A study of the Robin Hood policy in Texas.
Ngugi, Irene.

Evaluating learning outcomes in the context of school finance equalization: A study of the Robin Hood policy in Texas. - 281 p.

Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 1094.

Thesis (Ph.D.)--The University of Texas at Dallas, 2007.

This dissertation explores equity implications and the associated student performance outcomes of the 'Robin-Hood' school finance equalization plan in the state of Texas from 1992 through 2002. Statistical and regression analyses indicate that inequities in total spending between school districts still exist despite implementation of the finance reform plan. The analyses also indicate that a larger share of equalization resources is allocated to districts with the lowest property wealth per student. The largest share of incremental resources is allocated towards capital spending followed by instruction. In general, fiscal resources redistributed from wealthy to less wealthy school districts form a surprisingly small component of total per pupil expenditure. Fixed-effects regressions reveal that no strong correlations between fiscal resources and student performance exist, and that an achievement gap persists between White students on one hand and African-American, Hispanic and Native-American students on the other.Subjects--Topical Terms:

1020300
Education, Finance.

Evaluating learning outcomes in the context of school finance equalization: A study of the Robin Hood policy in Texas.
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100 1 $a Ngugi, Irene. $3 1922738
245 1 0 $a Evaluating learning outcomes in the context of school finance equalization: A study of the Robin Hood policy in Texas.
300 $a 281 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 1094.
500 $a Adviser: Wim Vijverberg.
502 $a Thesis (Ph.D.)--The University of Texas at Dallas, 2007.
520 $a This dissertation explores equity implications and the associated student performance outcomes of the 'Robin-Hood' school finance equalization plan in the state of Texas from 1992 through 2002. Statistical and regression analyses indicate that inequities in total spending between school districts still exist despite implementation of the finance reform plan. The analyses also indicate that a larger share of equalization resources is allocated to districts with the lowest property wealth per student. The largest share of incremental resources is allocated towards capital spending followed by instruction. In general, fiscal resources redistributed from wealthy to less wealthy school districts form a surprisingly small component of total per pupil expenditure. Fixed-effects regressions reveal that no strong correlations between fiscal resources and student performance exist, and that an achievement gap persists between White students on one hand and African-American, Hispanic and Native-American students on the other.
590 $a School code: 0382.
650 4 $a Education, Finance. $3 1020300
650 4 $a Economics, General. $3 1017424
690 $a 0277
690 $a 0501
710 2 0 $a The University of Texas at Dallas. $3 1018411
773 0 $t Dissertation Abstracts International $g 68-03A.
790 1 0 $a Vijverberg, Wim, $e advisor
790 $a 0382
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256503