ERIC Number: ED126610
Record Type: RIE
Publication Date: 1976-Apr-22
Studying School Processes Through the Analysis of School District Data.
Irvine, David J.
For years the Bureau of School Programs Evaluation of the New York State Education Department has studied relationships between school processes and student achievement. The primary strategy has been (1) to use multiple regression analysis to obtain relationships, (2) to use school district average scores as the data for analysis, and (3) to eliminate, to the extent possible, differences between districts that may be attributed to socioeconomic conditions and that are not controllable by the schools. This paper briefly describes a series of analyses carried out to study relationships between a number of school processes and student achievement on third- and sixth-grade mathematics and reading tests. Process variables fell under the general headings of teacher, financial, and student. Several teacher variables were found to relate to achievement, but no consistent pattern of relationships was found between expenditure variables and achievement. The positive results for several teacher variables support logic and conventional wisdom. The higher the salary and the higher the percent of certified teachers and teachers with graduate credit, the higher district achievement is likely to be. These analyses do not reveal whether cause and effect are inherent in these relationships. (Author/IRT)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 19-23, 1976)