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ERIC Number: ED202176
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 61
Abstractor: N/A
Reference Count: N/A
The Relationship of Education Resources to Student Achievement Levels in New York State. Working Paper in Education Finance No. 27.
Wendling, Wayne; Cohen, Judith
Increased educational resources at home and at school will improve student achievement, according to this study of third graders' reading and math scores in 384 New York State public schools. The factors tested included the school environment (teachers' years of experience and amount of graduate training, school size, the student-teacher ratio, the percentage of minority students, and expenditures per student) and the home environment (indicated by the school-district population's median years of schooling and percentage living below the poverty line). Schools studied were in New York City, upstate cities, and suburban and rural areas. Achievement test scores showed positive statistical associations with the schools' level of teacher experience and expenditure per student, and a negative association with schools' percentage of minority students. Achievement scores showed stronger associations with home influences--a positive one with the population's years of schooling and a negative one with percentage below poverty. Rural schools had higher achievement scores than expected. The study concludes that additional financing for schools with low expenditures per student will raise achievement levels. Further research is needed to identify home conditions most easily influenced by schools and the factors responsible for rural schools' superior performance. (RW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.; New York State Education Dept., Albany.
Authoring Institution: Education Commission of the States, Denver, CO. Education Finance Center.
Identifiers - Location: New York