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ERIC Number: ED471225
Record Type: Non-Journal
Publication Date: 2002-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
How Expenditures Affect School Accountability Scores: Implications for District Finance Policy.
Reeves, Edward B.
Every Kentucky school is expected to achieve the goal of proficiency on the states Accountability Index by the year 2014. Many schools may not reach the proficiency goal in time without a broad, multifaceted approach to enhance educational outcomes. This study explored the possibility that expenditures for different purposes can become a policy took to elevate accountability gains. A three-level hierarchical linear modeling equation was devised. The first level consisted of 1999-2002 Kentucky Accountability Index scores for each school in the sample. The second level consisted of characteristics that differentiated the sample of 1,111 public schools. The third level comprised 170 school districts (out of 176) and consisted of characteristics differentiating the districts. The study found only one type of expenditure (central office support) that was directly associated with the accountability scores, and its effect was negative. Following the precedent of H. Wenglinsky (1997), three types of expenditures were shown to have indirect effects when mediated by the pupil-teacher ratio. Expenditures for instruction and instructional staff support revealed positive indirect effects, whereas central office support revealed a negative indirect effect (in addition to its negative direct effect). Although each of these effects were statistically significant, all were very small in magnitude. The findings suggest that school districts have only a limited ability to stimulate school performance with finance policy. (Contains 3 tables and 13 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky