The Relationship of School District Size and Cost Factors to Achievement of Fourth and Eighth Grade Students.

Autor/inn/en	Amos, Neil G.; Moody, Lamar
Institution	Mississippi State Univ., Mississippi State, Bureau of Educational Research.
Titel	The Relationship of School District Size and Cost Factors to Achievement of Fourth and Eighth Grade Students.
Quelle	(1981), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Cost Effectiveness; Elementary Education; Expenditure per Student; Grade 4; Grade 8; Multiple Regression Analysis; Performance Factors; School District Size; School District Spending; Socioeconomic Status; Statistical Analysis; California Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Leistungsindikator; School district; School districts; Size; Schuleinzugsbereich; Socio-economic status; Sozioökonomischer Status; Statistische Analyse
Abstract	Using detailed cost breakdowns, this study attempts to determine the extent to which achievement of fourth- and eighth-grade students can be predicted from educational costs and school district size, and what combination of these variables and socioeconomic status best predicts student achievement (as measured by 1980-81 California Achievement Test scores in 152 school districts in a Southeastern state). Reported here with 15 tables are, first, a comparison of two canonical correlation models indicating the importance of socioeconomic status relative to cost and district size variables; and second, multiple regression analysis of the correlations of 10 predictor variables with test scores in each of 7 achievement areas at both grade levels. The findings indicate that costs of instruction are significantly related to student achievement. The authors conclude, however, that the cost of supporting a given level of achievement in low-income populations is quite high, and that mathematics concepts and applications scores are higher in large school districts due to greater teacher specialization in those districts. (MCG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC