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The Relationship Between Resource Allocation Patterns And Student Achievement In Georgia School Systems
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Book Synopsis The Relationship Between Resource Allocation Patterns and Student Achievement in Georgia School Systems by : Lori Kennedy James
Download or read book The Relationship Between Resource Allocation Patterns and Student Achievement in Georgia School Systems written by Lori Kennedy James and published by . This book was released on 2010 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Resource Allocation and the Production of Education by : Jamie L. Shkolnik
Download or read book School Resource Allocation and the Production of Education written by Jamie L. Shkolnik and published by . This book was released on 1997 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Resource Allocation and Individual Student Achievement Over Time by : Celia Avant Drews
Download or read book Resource Allocation and Individual Student Achievement Over Time written by Celia Avant Drews and published by . This book was released on 2007 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This study of educational productivity adds to the field of research by examining the relationship between resource allocation in a school district and student performance. PURPOSE: This study examined the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Four research questions guided the inquiry: 1) What is the relationship between expenditures on district leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics Texas Assessment of Knowledge and Skills (TAKS) at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 2) What is the relationship between expenditures on campus leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 3) What is the relationship between expenditures on instruction and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 4) What is the relationship between expenditures on professional development and student achiement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? METHODS: Data from 8,120 students within 43 districts across the state of Texas who participated in TAKS math and reading in grades three, four, five, and six for school years 2002-2003 through 2005-2006 were used in the analyses. Data was obtained from each of the 43 participating districts. Financial data for school years 2002-2003 through 2005-2006 was obtained online from the Texas Education Agency (TEA). Descriptive statistics and One Way Analysis of Variance (ANOVA) were used to examine the relationships between expenditures and reading and math achievement. A multilevel growth model was calculated to explain the amount of variation at the campus or student level as well as the district level. FINDINGS: Results of this study support the mixed findings of previous research in that some expenditures impact achievement and some do not. By categorizing percent of a district budget expended on each fund area into low, median, and high, results revealed that there is a difference between how much districts spent for district leadership and both reading and math achievement over the time period of this study, 2002-2003 through 2005-2006. Results of the multilevel growth modeling revealed that students who were coded low socioeconomic status (SES) started lower for both math and reading achievement. Additionally, low SES students' scores for math and reading achievement actually declined three to five points for each year of the study. Expenditures on district leadership had no effect on reading or math achievement over the time of this study. Results for expenditures on campus leadership revealed that districts who spent more on campus leadership started slightly lower on reading achievement but there was no effect on growth over time. For math achievement, districts who spent more on campus leadership began 62 points higher, but declined about 48 points for each year of the study. In regard to expenditures on instruction, there was no effect for math achievement. However, for reading achievement, districts who spent more on instruction started slightly higher, but there was no effect over the time of the study. Districts who expended higher percentages of the budget on professional development had higher starting points for grade three TAKS reading. However, those same districts started slightly lower for grade three TAKS math. While expenditures examined in this study had some effect on student achievement, expenditures at the district level are too far removed to reveal the true effects on individual student achievement.
Book Synopsis The Relationship of Financial Resources with Academic Achievement in Georgia Public Schools by : Charles Richard Webb
Download or read book The Relationship of Financial Resources with Academic Achievement in Georgia Public Schools written by Charles Richard Webb and published by . This book was released on 2001 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The State's Priority Opportunities to Support Education Reform in Georgia Through Resource Reallocation by : Education Resource Strategies
Download or read book The State's Priority Opportunities to Support Education Reform in Georgia Through Resource Reallocation written by Education Resource Strategies and published by . This book was released on 2014 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationwide, states face declining or plateauing investments in education. These financial constraints, coupled with increased standards for student achievement through the widespread adoption of the Common Core State Standards (CCSS), create a heightened need for strategic resource use. However, districts are not currently using resources strategically, as research suggests that 40 cents out of every dollar are spent on practices not aligned with district or state priorities. Therefore, the role of the state today is not only to allocate resources, but also to ensure those resources are used effectively. The state of Georgia leads many others in addressing this issue, having engaged in a series of statewide reforms to grant Local Education Agencies (LEAs) greater flexibility over how they use district resources in exchange for greater accountability over student outcomes. Georgia's Flexibility Options program is at the cutting edge of similar efforts across the country. Education Resource Strategies' (ERS) recent deep exploration of K-12 resource use across Georgia, funded through Race to the Top, suggests that Georgia's ongoing reform efforts could be strengthened if they evolve an increasingly strategic and targeted role with respect to education reform. Ensuring that this effort leads to districts using resources in the most efficient and effective way takes time. In ERS' RT3 project--a two-year partnership with Georgia's Department of Education--findings revealed Georgia's resource restructuring opportunities could represent as much as twenty-eight cents of every dollar spent on K-12 education. As a result, three priority reallocation opportunities have been identified, which extend across the state and represent a significant investment in activities that are not likely to generate significant improvements in student learning. These three reallocation opportunities stem from: (1) an over-reliance on whole-day class-size reduction; (2) state and LEA compensation structures that compensate teachers according to years of experience and education credits instead of teaching effectiveness and contribution; and (3) insufficient provision of quality instructional time for students struggling in math and ELA to catch up with proficient peers. The study also identified three ways in which the state can help promote or foster better resource use within Georgia LEAs: (1) Foster district and school flexibility to meet student needs within their district and school contexts; (2) Leverage the existing collection and use of data, especially teaching-effectiveness data, to better inform district-level decision making with regard to staffing, budgeting, and scheduling; and (3) Provide targeted support to districts to help incubate or spread promising practices. This paper provides insight into resource restructuring opportunities and prioritizes actions that transform the state's role, so that it can make the most of its resources of people, money, and time to improve the education of all its students. The following is appended: Quality Basic Education (QBE) Details.
Book Synopsis The Relationship Between School Size and Academic Achievement in Georgia's Public High Schools by : Kathy Joy Gentry
Download or read book The Relationship Between School Size and Academic Achievement in Georgia's Public High Schools written by Kathy Joy Gentry and published by . This book was released on 2000 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Student Achievement of At-risk Students and the Georgia Performance Standards in Mathematics by : Loralee Ann Hill
Download or read book The Relationship Between Student Achievement of At-risk Students and the Georgia Performance Standards in Mathematics written by Loralee Ann Hill and published by . This book was released on 2012 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Resource Allocation and Pupil Attainment by :
Download or read book The Relationship Between Resource Allocation and Pupil Attainment written by and published by . This book was released on 2000 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationships Between School District Salary Supplements and Selected Teacher Characteristics and Student Achievement in Georgia by : Dennis Benjamin Drummond
Download or read book An Analysis of the Relationships Between School District Salary Supplements and Selected Teacher Characteristics and Student Achievement in Georgia written by Dennis Benjamin Drummond and published by . This book was released on 2010 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Achievement Under Quarter and Semester Sustems in Georgia School Districts by : Barney Raymond Akridge
Download or read book Student Achievement Under Quarter and Semester Sustems in Georgia School Districts written by Barney Raymond Akridge and published by . This book was released on 1984 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between School-level Resource Allocation and Student Achievement by : Craig D. Eaton
Download or read book The Relationship Between School-level Resource Allocation and Student Achievement written by Craig D. Eaton and published by . This book was released on 2004 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the National Commission on Excellence in Education released its report A Nation at Risk in 1983, educational reform which demands accountability has been an important topic on national and state agendas. The 1993 Missouri legislation entitled The Outstanding Education Act, along with recent federal No Child Left Behind (NCLB) legislation, are examples of legislative reform and increased accountability standards for public schools. These examples help fuel the debate on the controversial topic of how educational resources are related to student achievement because in them school funding is tied to the legislation. The purpose of this study was to determine if relationships exist between resource allocation in Missouri middle schools and student achievement. This study utilized resource allocation and student achievement variables similar to those used in national-, state-, and district-level studies; however, this study analyzed possible relationships at the school level. The dependent variables utilized were the percent of students scoring at or above the "proficient" category on 7 th -grade communication arts and 8 th -grade mathematics Missouri Assessment Program (MAP) tests. Independent variables included school-level current per pupil expenditures (PPE); student to teacher ratios for schools and in communication arts and mathematics classrooms; as well as school wide teacher instruction-free time; and the ratio of students to non-instructional professional staff. The study found that differences exist in resource allocation levels of sampled Missouri middle schools. Findings also suggest a significant positive relationship between PPE and mathematics achievement. Significant positive relationships were also demonstrated when analyzing student to teacher ratios, instruction-free time of teachers, and student to non-instructional professional staff ratios.
Book Synopsis Resource Allocation Practices and Student Achievement by : Southwest Educational Development Laboratory
Download or read book Resource Allocation Practices and Student Achievement written by Southwest Educational Development Laboratory and published by . This book was released on 2000 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Among Professional Learning Communities, Trust, and Their Perceived Effects on Student Achievement in Georgia by : Herbert Alexander Betts
Download or read book Relationships Among Professional Learning Communities, Trust, and Their Perceived Effects on Student Achievement in Georgia written by Herbert Alexander Betts and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student academic achievement impacted by perceived levels of PLCs? Is trust a determining factor in the implementation level of PLCs? Do schools that exhibit high levels of trust, and characteristics of PLCs, have higher student academic achievement scores? Is there a difference between middle and elementary schools in regards to student achievement when examining the effects of PLC implementation and level of trust? Data were collected from 59 elementary and middle schools in Georgia using Hord's (1996) School Professional Staff as a Learning Community Questionnaire (SPSLCQ) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003). Student achievement data were obtained from the Georgia Department of Education website. Data were analyzed through correlations, stepwise backward regressions, and independent t-tests using SPSS 20.0. Results indicated that there is a strong relationship between trust and professional learning communities and that higher levels of trust in clients (students and parents) have an impact on student academic achievement. Results also indicated in this study that professional learning communities were not a significant predictor of student academic achievement; however they may have an indirect impact on achievement through the relationship with trust.
Book Synopsis Relationships Between Expected Student Achievement and Educational Resource Allocation in Selected Florida Elementary Schools by : Charles Walter Holmes
Download or read book Relationships Between Expected Student Achievement and Educational Resource Allocation in Selected Florida Elementary Schools written by Charles Walter Holmes and published by . This book was released on 1976 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Richard D. Noonan Publisher :Stockholm : Almqvist & Wiksell International ; New York : Wiley ISBN 13 : Total Pages :154 pages Book Rating :4.3/5 (91 download)
Book Synopsis School Resources, Social Class, and Student Achievement by : Richard D. Noonan
Download or read book School Resources, Social Class, and Student Achievement written by Richard D. Noonan and published by Stockholm : Almqvist & Wiksell International ; New York : Wiley. This book was released on 1976 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :University of the State of New York. Bureau of School Programs Evaluation Publisher : ISBN 13 : Total Pages :121 pages Book Rating :4.:/5 (111 download)
Book Synopsis Variables Related to Student Performance and Resource Allocation Decisions at the School District Level. A Survey of Research with Emphasis on the Policy Implications of the Findings by : University of the State of New York. Bureau of School Programs Evaluation
Download or read book Variables Related to Student Performance and Resource Allocation Decisions at the School District Level. A Survey of Research with Emphasis on the Policy Implications of the Findings written by University of the State of New York. Bureau of School Programs Evaluation and published by . This book was released on 1972 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Resource Allocation in Education by : William Dewey Knapp
Download or read book Resource Allocation in Education written by William Dewey Knapp and published by . This book was released on 1965 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
