ERIC Number: ED456498
Record Type: RIE
Publication Date: 2000
The Relationship between Resources and Academic Achievement.
Womack, Sid T.
This paper evaluates whether or not there is a direct academic-achievement benefit from additional expenditures on education in the United States. Numerous critics have said that education is already overfunded and that it can never be funded enough to make any appreciable difference. Berliner's study of 900 school districts in Texas in the 1993 "Kappan" reported that "academically more proficient teachers, who are more experienced, who are better educated, and who work with smaller classes, are associated with students who demonstrate significantly higher achievement." Variables that are associated with higher student achievement are all those that require money. Rankings of the states on achievement using ACT and SAT scores and expenditures for public education show that there is a relationship between expenditures per pupil and achievement. Arkansas is used as a case study on the influences of the correlation between resources and student achievement. Arkansas school records indicate that higher achievement is associated with smaller class size. However, findings indicate that in plotting expenditures against ACT scores for the districts that expend less than $3,500 per pupil, there does not appear to be much cost-benefit relationship. Their expenditures are not predictive of more achievement because the money is not going into instruction, but into survival categories such as heating, electricity, buses, and bare-minimum salaries to hire teachers who are essentially "warm bodies." (Contains 20 references.) (DFR)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A