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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.49,Issue2,P.180-202

语言

英文

关键字

education finance; accountability policy; student achievement; structural equation modeling; PUBLIC-EDUCATION; SCHOOLS; PERFORMANCE; ADEQUACY; MATTERS; MONEY

作者单位

[Della Sala, Matthew R.] Purdue Univ, Educ Studies, W Lafayette, IN 47907 USA. [Knoeppel, Robert C.] Clemson Univ, Fac Leadership Counselor Educ & Human & Org Dev, Clemson, SC 29631 USA. [Marion, Russ] Clemson Univ, Educ Leadership, Clemson, SC 29631 USA. Della Sala, MR (reprint author), Purdue Univ, Dept Educ Studies, 100 N Univ St, W Lafayette, IN 47907 USA. E-Mail: mdella@purdue.edu

摘要

The convergence of standards, accountability, and school finance policies necessitates a systematic rethinking about how state-level resource allocation policies can be created to distribute resources in a manner that provides equal educational opportunities for all students. Given the demand for policymakers to distribute adequate resources to improve schools' capacities to increase student learning, there is a need for evidence detailing the effects of those educational resources on student achievement. Therefore, the purpose of this study was to discern the effects of educational resources on student achievement using structural equation modeling. Using data from a southeastern state in the United States, the authors offer resource allocation policy recommendations that align with the state's constitutional obligation to provide equality of educational opportunity, particularly for students living in poverty.