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ERIC Number: ED242072
Record Type: Non-Journal
Publication Date: 1981
Pages: 14
Abstractor: N/A
The Relationship of School District Size and Cost Factors to Achievement of Fourth and Eighth Grade Students.
Amos, Neil G.; Moody, Lamar
Using detailed cost breakdowns, this study attempts to determine the extent to which achievement of fourth- and eighth-grade students can be predicted from educational costs and school district size, and what combination of these variables and socioeconomic status best predicts student achievement (as measured by 1980-81 California Achievement Test scores in 152 school districts in a Southeastern state). Reported here with 15 tables are, first, a comparison of two canonical correlation models indicating the importance of socioeconomic status relative to cost and district size variables; and second, multiple regression analysis of the correlations of 10 predictor variables with test scores in each of 7 achievement areas at both grade levels. The findings indicate that costs of instruction are significantly related to student achievement. The authors conclude, however, that the cost of supporting a given level of achievement in low-income populations is quite high, and that mathematics concepts and applications scores are higher in large school districts due to greater teacher specialization in those districts. (MCG)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mississippi State Univ., Mississippi State, Bureau of Educational Research.
Identifiers - Assessments and Surveys: California Achievement Tests
Grant or Contract Numbers: N/A