Targeted Funding: What Missouri Data Tells Us about the Impact Various Factors Have on Student Outcomes

Autor/in	Koenig, Kelsey
Titel	Targeted Funding: What Missouri Data Tells Us about the Impact Various Factors Have on Student Outcomes
Quelle	In: eJEP: eJournal of Education Policy, 21 (2020) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-9232
Schlagwörter	Elementary Secondary Education; Educational Finance; Outcomes of Education; School District Wealth; Student Characteristics; Academic Achievement; Low Income Students; Teacher Salaries; Teacher Student Ratio; Taxes; Expenditure per Student; Missouri + Suchen Sie Ihr Suchwort? Bildungsfonds; Lernleistung; Schulerfolg; Schulleistung; Lehrerbesoldung; Lehrervergütung; Lehrer-Schüler-Relation; Abgabe
Abstract	This paper uses data from the Missouri Department of Elementary and Secondary Education to study various input data and their effect on student outcomes. The data pulled were related to school district, local, and personal wealth; student demographics; classrooms and classroom teachers. A multi-factor regression was then completed to assess which of these factors was significant in relationship to the percentages of students scoring proficient or advanced in English Language Arts and mathematics, as well as the districts' overall Annual Performance Report score. The goal of this research was to identify which input data were significantly related to student outcomes and use that information to discuss school district implications. (As Provided).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01