ERIC Number: ED466344
Record Type: Non-Journal
Publication Date: 2000-Jul-31
Reference Count: N/A
A Study Analyzing the Relationships among School District Staffing of Teachers, District Wealth, and Higher Learning Standards in New York State. Revised.
Sipple, John W.; Avery, Leanne; Beasely, Heather; Faessler, Lauren; Meyer, Dan
A study of the impact of student-teacher ratio on student learning in New York State examines results on statewide assessment instruments across the rural-urban continuum. Data were analyzed for 614 of New York's 760 school districts and included various indicators of district wealth; urban, suburban, town, or rural location; local poverty; rate of 4th-grade students meeting or exceeding state assessment standards; rates of high school students passing the State Regents exams, scoring very well on the exams, and receiving a Regents diploma; and three educator-to-student ratios. As in many other studies, the most important predictors of student achievement were related to school district wealth. Even wealthy districts with low tax rates and low school spending had strong positive effects on student achievement. However, rural districts performed quite well when district wealth was held constant, and town-based districts scored as well on the English Regents exams as did suburban districts despite having far less wealth. Rural districts had slightly better teacher-student ratios than did other locations, but this advantage was not associated with better student performance. Only modest effects were found for educator-student ratios and mostly in the negative direction. An appendix presents data tables and figures. (SV)
Descriptors: Academic Achievement, Academic Standards, Elementary Secondary Education, Outcomes of Education, Rural Urban Differences, School District Wealth, Standardized Tests, Tables (Data), Teacher Student Ratio
For full text: http://people.cornell.edu/pages/jws28/manuscripts/RSP-2000%20study.pdf.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New York