The distribution of funds is critical to support quality education and represents large portions of school district's overall budget. With the increase of expenditures in education in the United States, the changes are not evident with increased student achievement. The problem that this study addressed is the spending of districts and student achievement growth. There has been mixed research evidence from the research regarding the relation between the size of a district’s educational budget and students’ level of educational achievement. Based upon the mixed results established by previous research, this study has determined, within the state of Illinois, if a relationship between the funding and student achievement growth exists. In particular, the study assesses the relation between expenditures in the instructional expenditures of school districts and student achievement growth. This study adds to the body of evidence on utilization of resources with particular emphasis on the budget spent for instruction and student achievement growth. In particular, the study assesses if there was a correlation between the instructional expenditures and academic achievement growth for public school districts in Illinois.
This quantitative longitudinal, causal comparative study of extant data investigated the relationship of the independent variables of instructional expenditures, district size, teacher experience level, and teacher salary level as they relate to student achievement growth. The determination of student achievement growth was measured by examining American College Testing (ACT) composite scores from one year to the next. A final analysis was completed to determine the evidence of a relationship over two years of study.
A further discussion of research results, their role in the larger field of student growth research, and suggestions for future research were provided. The summary of the research findings was shared regarding student achievement growth in relation to the proportion of the district's budget for the instructional expenditures, size of the district, type of district, income level of student families, teacher experience level, and teacher salary level.
|Advisor:||Fee, Joan Flynn|
|Commitee:||Barshinger, Jack, Edwards, Marvin|
|Department:||Leadership in Educational Administration|
|School Location:||United States -- Illinois|
|Source:||DAI-A 78/02(E), Dissertation Abstracts International|
|Subjects:||Education finance, School administration, Secondary education|
|Keywords:||District finance, Educational finance, Illinois achievement growth, Illinois educational finance, Instructional expenditures, Student achievement growth|
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