Does Money Really Matter? Investing in the Future of Hispanic Students

Autor/inn/en	Corrales, Antonio; Schumacher, Gary; Peters, Michelle L.
Titel	Does Money Really Matter? Investing in the Future of Hispanic Students
Quelle	In: AASA Journal of Scholarship & Practice, 13 (2017) 4, S.9-19 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Hispanic American Students; Graduation Rate; Educational Finance; Superintendents; School Districts; Correlation; Financial Support; School District Size; Dropout Prevention; Administrator Attitudes; Limited English Speaking; Preschool Education; Kindergarten; Disadvantaged Youth; Semi Structured Interviews; Academic Achievement; Educational Indicators; Expenditure per Student; Career Readiness; College Readiness; Student Records; Statistical Analysis; High School Students; Texas; Academic Excellence Indicator System + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungsfonds; Schulrat; School district; Schulbezirk; Korrelation; Finanzielle Förderung; School districts; Size; Schuleinzugsbereich; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Schulleistung; Educational indicato; Bildungsindikator; Schülerakte; Statistische Analyse; High school; High schools; Oberschule
Abstract	This study examined the relationship between school funding and graduation rates of Hispanic students. Data from a purposeful sample of 147 Texas school districts identified as having a student Hispanic population greater than 75% were examined. Additionally, superintendents were interviewed to provide an in-depth understanding of the potential influence of school funding on the graduation rates of their district's Hispanic students. Results concluded that a relationship existed between: (a) school funding and graduation rates in small school districts; (b) school funding invested on dropout prevention programs and graduation rates; and (c) school funding and graduation rates for districts reporting up to a 50% LEP student population. Superintendents differed in their perceptions of what contributed to their district's graduation rates and school funding concerning graduating Hispanic students. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01