ERIC Number: ED353093
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Restructuring Rural Schools with School-Funding Inequities.
Thomas, Andrew C.; Martin, Oneida L.
This study examines achievement test results for one rural Tennessee school district in the context of national and state educational trends. The data were intended to assist in a 5-year school-improvement program that takes rural revenue constraints into account. Rural restructuring has been hindered in part because of rural communities' limited ability to generate funds. Ongoing inequities have been the subject of conflict in all branches of state government in Tennessee. For this study, 954 elementary and middle-school students were tested with the Tennessee Comprehensive Assessment Program (TCAP), consisting of 8 achievement areas. ANOVA statistical procedures were used to determine the effects of grade levels, teachers, and schools on achievement scores. Results did not show significant differences among teachers and schools, but strongly suggested that higher grade levels had a positive effect on achievement. Mean scores for study skills were consistently lower than other skills. The study concludes that educational attainment can be achieved when students are expected to perform at their grade levels. It is also suggested that educators and parents seek ways to help students develop better study skills. The data do not support the concept of the middle school for transitional reasons. (TES)
Descriptors: Academic Achievement, Achievement Gains, Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Instructional Program Divisions, Rural Education, Rural Schools, School Based Management, School District Reorganization, School Effectiveness, Study Skills, Teacher Effectiveness
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee