Dissertation/Thesis Abstract

Resource allocation, instructional strategies, and student achievement at the school level: A study of eleven schools in Wyoming
by Shea, Pamela, Ed.D., University of Wyoming, 2011, 151; 3475033
Abstract (Summary)

Over the past three decades, Wyoming has mirrored the national trend in education finance litigation which resulted in a major shift in legislative policy on funding for public education. In 2006, the Wyoming State Legislature enacted the Wyoming evidence-based model for funding public K-12 schools which embraced adequacy oriented finance reform (Picus, et al., 2008). Revenues and targeted allocations were increased so that Wyoming students were ensured an opportunity to attain proficiency on state standards through adequate resources.

This study was designed to examine how the resources of the Wyoming evidence-based funding model were being allocated at a school level, to investigate use of common school improvement strategies, and to discern any changes to resource allocation, strategies, and student achievement over time. Eleven schools in four districts participated in 2007 and follow-up data collected included nine schools in 2011.

The evidence-based model influenced how district leaders thought about their resources although it did not necessarily change patterns in resource allocation. There was strong alignment between strategies and the evidence-based model when the revenue stream was restricted for a specific strategy such as extra help for struggling students. Most notably, the use of classified extra help and instructional facilitators were widely adopted and funded by the districts over the specified model funding. Furthermore, student achievement trends showed promising results over time. The implementation of the evidence-based model has converged the two concepts of equitable dollar allocation and quality instructional improvement.

Indexing (document details)
Advisor: Young, Suzanne
Commitee: Bruce, Mary Alice, Duncan, Heather, Shim, Jenna, Stepans, Joe
School: University of Wyoming
Department: Educational Leadership
School Location: United States -- Wyoming
Source: DAI-A 73/01, Dissertation Abstracts International
Subjects: Education finance, Instructional Design, Educational leadership
Keywords: Achievement, Instructional strategies, Resource allocation, Student achievement, Wyoming
Publication Number: 3475033
ISBN: 978-1-124-92476-2
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