ERIC Number: ED085410
Record Type: RIE
Publication Date: 1973-Sep
Reference Count: 0
The Contribution of School and Non-School Inputs to Student Achievement. Final Report.
Hushak, Leroy J.
The objective of this study is to estimate and analyze the relationship between learning inputs and student achievement. Emphasis is given to separating the impacts of school and non-school learning inputs. Student study time has a positive impact and time watching television a negative impact on learning practical skills such as arithmetic computations and spelling. The impact on more conceptual language and arithmetic skills is smaller and sometimes reversed. The qualitative aspects of teacher and parent teaching inputs are highly substitutable. Lower achieving students are more dependent on teachers than higher achieving students because they have less educated parents and access to fewer other non-school learning inputs. They attempt to compensate by studying more and obtaining more help from their less educated parents, but the teacher is their primary skilled teaching input. Consequently, schools have a greater marginal impact on lower achieving students. They tend to equalize achievement among all students even when poorer quality resources, in particular teachers, are allocated to lower achieving students. Greater equalization could be obtained by allocating the higher quality school resources to lower achieving students. Parent, student, school and teacher questionnaires appear in the appendix as well as several zero order correlation matrices. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Office of Research Grants.
Authoring Institution: Ohio State Univ., Columbus. Research Foundation.