ERIC Number: ED466524
Record Type: Non-Journal
Publication Date: 1999-Oct-31
Reference Count: N/A
Educational Equity in a Reform Environment: The Effect of Socio-Economic Status on Student Achievement.
Munoz, Marco A.; Clavijo, Kate G.; Koven, Steven G.
This study explored the relevance of funding equality on student performance in a large, urban Kentucky county. Data were collected from the district annual report on elementary schools, the Kentucky State Data Center (socioeconomic information), and the county planning commission (geographical information). Data analyses identified the best predictors among a group of potential variables affecting student achievement as measured by the Comprehensive Test of Basic Skills. It also assessed the differences of schools' geographic location in terms of student achievement. Results indicated that students' socioeconomic status was a more accurate predictor of educational outcomes than level of spending. The percentage of students receiving free lunch was the best predictor of student academic scores, followed by percentage of black students and economic status of the region surrounding the school. Average household income correlated to language scores, and household income and percentage of black students correlated to mathematics scores. Findings suggested that funding equalization by itself might not alter a bimodal pattern of educational performance, with some schools serving high achievers while others perpetuate low achievement. Non-school variables must be addressed in order for educational reforms to have an impact on student achievement among lower-income groups. (Contains 35 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky