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The funding for student achievement:...

Adcock, Justin C.

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The funding for student achievement: A correlation of Colorado district funding levels and standardized test scores.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The funding for student achievement: A correlation of Colorado district funding levels and standardized test scores./
Author:	Adcock, Justin C.
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3684453
ISBN:	9781321595758

The funding for student achievement: A correlation of Colorado district funding levels and standardized test scores.
Adcock, Justin C.

The funding for student achievement: A correlation of Colorado district funding levels and standardized test scores. - 139 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This study examined per-pupil funding amounts and student achievement outcomes in multiple Colorado public school districts. Student achievement was analyzed through Transitional Colorado Assessment Program (TCAP) reading standardized test scores for 3rd grade and 10th grade students. The study analyzed one school year, 2012-2013. Of the 178 districts in Colorado, 122 school districts were randomly chosen as the units of analysis. Per-pupil funding consisted of local, state, and federal dollar amounts with a negative factor built into the variable. This study sought to examine the extent of correlation between school funding amounts and student achievement results. It also explored several independent variables as predictor variables (per-pupil funding, percentage of English Language Learning students, percentage of students with Individualized Education Plans, percentage of students qualified for free/reduced lunch, percentage of students in the district attending a school with Title 1 designation, and the racial/ethnic groups in percentages for each major group of the student population) on the criterion variables (percentage of students in 3rd grade and 10th grade who scored proficient or advanced). This study used the Pearson's r correlational coefficient to analyze per-pupil funding's relationship with standardized test scores. The study also used multiple linear regression to examine the predictability of the predictor variables on the criterion variables. This study revealed that no statistically significant correlation existed between per-pupil funding and standardized reading test scores for 3rd grade or 10th grade students. It also determined that socioeconomic factors play a significant factor in predicting standardized test scores.

ISBN: 9781321595758Subjects--Topical Terms:

2122799
Educational administration.

The funding for student achievement: A correlation of Colorado district funding levels and standardized test scores.
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245 1 4 $a The funding for student achievement: A correlation of Colorado district funding levels and standardized test scores.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Bev Enns.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a This study examined per-pupil funding amounts and student achievement outcomes in multiple Colorado public school districts. Student achievement was analyzed through Transitional Colorado Assessment Program (TCAP) reading standardized test scores for 3rd grade and 10th grade students. The study analyzed one school year, 2012-2013. Of the 178 districts in Colorado, 122 school districts were randomly chosen as the units of analysis. Per-pupil funding consisted of local, state, and federal dollar amounts with a negative factor built into the variable. This study sought to examine the extent of correlation between school funding amounts and student achievement results. It also explored several independent variables as predictor variables (per-pupil funding, percentage of English Language Learning students, percentage of students with Individualized Education Plans, percentage of students qualified for free/reduced lunch, percentage of students in the district attending a school with Title 1 designation, and the racial/ethnic groups in percentages for each major group of the student population) on the criterion variables (percentage of students in 3rd grade and 10th grade who scored proficient or advanced). This study used the Pearson's r correlational coefficient to analyze per-pupil funding's relationship with standardized test scores. The study also used multiple linear regression to examine the predictability of the predictor variables on the criterion variables. This study revealed that no statistically significant correlation existed between per-pupil funding and standardized reading test scores for 3rd grade or 10th grade students. It also determined that socioeconomic factors play a significant factor in predicting standardized test scores.
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