This study explored the relevance of funding equality on student performance in a large, urban Ke... more This study explored the relevance of funding equality on student performance in a large, urban Kentucky county. Data were collected from the district annual report on elementary schools, the Kentucky State Data Center (socioeconomic information), and the county planning commission (geographical information). Data analyses identified the best predictors among a group of potential variables affecting student achievement as measured by the Comprehensive Test of Basic Skills. It also assessed the differences of schools' geographic location in terms of student achievement. Results indicated that students' socioeconomic status was a more accurate predictor of educational outcomes than level of spending. The percentage of students receiving free lunch was the best predictor of student academic scores, followed by percentage of black students and economic status of the region surrounding the school. Average household income correlated to language scores, and household income and percentage of black students correlated to mathematics scores. Findings suggested that funding equalization by itself might not alter a bimodal pattern of educational performance, with some schools serving high achievers while others perpetuate low achievement. Non-school variables must be addressed in order for educational reforms to have an impact on student achievement among lower-income groups. (Contains 35 references.) (SM) Educational Equity 24 Post hoc procedures were utilized to find the specific group differences among the four groups on reading, language, and mathematics. The Tukey Honestly Significant Difference Test showed that the elementary schools located in East have a statistically significant difference on average reading, language, and mathematics scores when compared with the elementary schools located in the West of the county at the .05 level (Mean Difference = 8.28, 9.68, and 9.37, respectively). Also, a statistically significant difference was found between the language and mathematics achievement scores of schools located in the East and Southwest area of the county at the .05 level (Mean Difference = 7.32 and 7.51, respectively). Discussion An assumption behind many reform efforts is that increasing the availability of funds allows schools to obtain resources to meet the academic needs for all students. In order to assess the factors related to student achievement, this study explored the influence of amount of money spent per pupil in a county of Kentucky. Funding was not found to be a predictor of student achievement as defined by CTBS scores. This suggests that the concept of adequacy is not well defined by funding and that more needs to be done to lower the achievement gap between different societal groups or geographic areas. The results of the regression analyses support previous research that students' socioeconomic status is a good predictor of achievement in schools. The study found that the percentage of students on free lunch is the best predictor of student achievement scores, followed by the percentage of black student and the economic status of the region surrounding the school. These three variables contribute to 82% of the variability in score. Furthermore, data analysis 3 BEST COPY AVAILABLE
Decision makers in nonformal education programs can maximize the util-ity of their evaluation inv... more Decision makers in nonformal education programs can maximize the util-ity of their evaluation investment and improve program effectiveness by being more mindful of the potential uses of evaluation information. Evaluation use is a multifaceted construct that may include, but is ...
This study explored the relevance of funding equality on student performance in a large, urban Ke... more This study explored the relevance of funding equality on student performance in a large, urban Kentucky county. Data were collected from the district annual report on elementary schools, the Kentucky State Data Center (socioeconomic information), and the county planning commission (geographical information). Data analyses identified the best predictors among a group of potential variables affecting student achievement as measured by the Comprehensive Test of Basic Skills. It also assessed the differences of schools' geographic location in terms of student achievement. Results indicated that students' socioeconomic status was a more accurate predictor of educational outcomes than level of spending. The percentage of students receiving free lunch was the best predictor of student academic scores, followed by percentage of black students and economic status of the region surrounding the school. Average household income correlated to language scores, and household income and percentage of black students correlated to mathematics scores. Findings suggested that funding equalization by itself might not alter a bimodal pattern of educational performance, with some schools serving high achievers while others perpetuate low achievement. Non-school variables must be addressed in order for educational reforms to have an impact on student achievement among lower-income groups. (Contains 35 references.) (SM) Educational Equity 24 Post hoc procedures were utilized to find the specific group differences among the four groups on reading, language, and mathematics. The Tukey Honestly Significant Difference Test showed that the elementary schools located in East have a statistically significant difference on average reading, language, and mathematics scores when compared with the elementary schools located in the West of the county at the .05 level (Mean Difference = 8.28, 9.68, and 9.37, respectively). Also, a statistically significant difference was found between the language and mathematics achievement scores of schools located in the East and Southwest area of the county at the .05 level (Mean Difference = 7.32 and 7.51, respectively). Discussion An assumption behind many reform efforts is that increasing the availability of funds allows schools to obtain resources to meet the academic needs for all students. In order to assess the factors related to student achievement, this study explored the influence of amount of money spent per pupil in a county of Kentucky. Funding was not found to be a predictor of student achievement as defined by CTBS scores. This suggests that the concept of adequacy is not well defined by funding and that more needs to be done to lower the achievement gap between different societal groups or geographic areas. The results of the regression analyses support previous research that students' socioeconomic status is a good predictor of achievement in schools. The study found that the percentage of students on free lunch is the best predictor of student achievement scores, followed by the percentage of black student and the economic status of the region surrounding the school. These three variables contribute to 82% of the variability in score. Furthermore, data analysis 3 BEST COPY AVAILABLE
Decision makers in nonformal education programs can maximize the util-ity of their evaluation inv... more Decision makers in nonformal education programs can maximize the util-ity of their evaluation investment and improve program effectiveness by being more mindful of the potential uses of evaluation information. Evaluation use is a multifaceted construct that may include, but is ...
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