NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ806333
Record Type: Journal
Publication Date: 2008
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0098-9495
Can the Impact of Adequacy-Based Education Reform Be Measured?
Burbridge, Lynn C.
Journal of Education Finance, v34 n1 p31-55 Sum 2008
This article examines adequacy-based education reform, beginning with the reforms undertaken in Kentucky, but then expanding out to the rest of the states to obtain a fuller picture and to conduct a study more amenable to statistical analysis. National Assessment of Educational Progress (NAEP) data were used as part of the analysis, with a focus on mathematics test scores. The study confirms that Kentucky and other states introduced significant reforms, beginning in the 1990s. These reforms may have produced some convergence in NAEP test scores for states that are similar in terms of disposable per capita income, poverty rates, and the percent of the population living in rural areas. There remains evidence of policy-induced differences among similar states, nevertheless. National and cross-state analyses suggest that there have been statistically significant increases in mathematics test scores since the initiation of education reforms and that the impact of a state's racial composition on average state mathematics scores has virtually disappeared since the implementation of education reforms. Socioeconomic status continues to be of importance, however, maybe even more so. (Contains 41 footnotes, 4 tables, and 1 figure.)
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky