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Academic achievement differences as ...

Hoisington, Susan Renee.

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Academic achievement differences as a function of instructional expenditure ratio for Texas high school students by economic status and ethnicity/race.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Academic achievement differences as a function of instructional expenditure ratio for Texas high school students by economic status and ethnicity/race./
作者:	Hoisington, Susan Renee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
標題:	Education finance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10182946
ISBN:	9781369312447

Academic achievement differences as a function of instructional expenditure ratio for Texas high school students by economic status and ethnicity/race.
Hoisington, Susan Renee.

Academic achievement differences as a function of instructional expenditure ratio for Texas high school students by economic status and ethnicity/race. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 152 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ed.D.)--Sam Houston State University, 2016.

Purpose.

ISBN: 9781369312447Subjects--Topical Terms:

3172165
Education finance.

Academic achievement differences as a function of instructional expenditure ratio for Texas high school students by economic status and ethnicity/race.
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100 1 $a Hoisington, Susan Renee. $3 3281866
245 1 0 $a Academic achievement differences as a function of instructional expenditure ratio for Texas high school students by economic status and ethnicity/race.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: John R. Slate.
502 $a Thesis (Ed.D.)--Sam Houston State University, 2016.
520 $a Purpose.
520 $a The first purpose of this journal-ready dissertation was to investigate the history of the 65% IER mandate and to explore its relationship to student achievement. The second purpose was to determine the effect of instructional expenditure ratio grouping on the academic achievement of high school students who were economically disadvantaged. Finally, the third purpose was to determine the degree to which academic achievement of high school students by ethnic/racial membership (i.e., White, Hispanic, and Black) was influenced by instructional expenditure ratio grouping.
520 $a Method A causal-comparative research design was used in this study. Participants were selected from the Texas Education Agency Academic Excellence Indicator System database. This database is publicly accessible and contains archival data about school district instructional expenditures. Archival data were obtained for the 2006-2007, 20072008, 2008-2009, 2009-2010, and 2010-2011 school years for all Texas public school districts. Passing rates from the Texas Assessment of Knowledge and Skills (TAKS) Reading, Mathematics, Science, Social Studies, and Writing tests were analyzed to determine if instructional expenditure ratio had an effect on academic achievement by economic status and by ethnic/race membership.
520 $a Findings.
520 $a In this investigation, empirical literature regarding the relationship of instructional expenditure ratio and student achievement was reviewed along with the effect of instructional expenditure ratio grouping on the TAKS Reading, Mathematics, Science, Social Studies, and Writing test passing rates for students. Five groupings of instructional expenditure ratio for school districts were examined: (a) below 57.49%, (b) 57.5-59.99%, (c) 60-62.49%, (d) 62.5-64.99%, and (e) 65% and higher. Statistically significant results were present for all analyses. The results of these studies provide strong evidence that instructional expenditure ratios for school districts do influence student academic achievement. As instructional expenditure ratio increased, passing rates increased on five TAKS tests for students in poverty and by ethnic/racial membership (i.e., White, Hispanic, and Black). Financial allocations by school districts clearly influence student academic success therefore, money does matter. Thoughtful decisions regarding instructional expenditures and student academic performance are critical. A favorable benchmark for school districts to improve student academic performance may exist at the 60% instructional expenditure level.
520 $a KEY WORDS: Economically disadvantaged, Economic status, Ethnicity/race, Academic achievement, Instructional expenditure ratio, Poverty.
590 $a School code: 0374.
650 4 $a Education finance. $3 3172165
650 4 $a Education policy. $3 2191387
690 $a 0277
690 $a 0458
710 2 $a Sam Houston State University. $3 1020273
773 0 $t Dissertation Abstracts International $g 78-02A(E).
790 $a 0374
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10182946