School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools Metadata

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Title

  • Main Title School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools

Creator

  • Author: Gibson, Greg
    Creator Type: Personal

Contributor

  • Chair: Camp, William E.
    Contributor Type: Personal
    Contributor Info: Co-Major Professor
  • Chair: Byrd, Jimmy K.
    Contributor Type: Personal
    Contributor Info: Co-Major Professor
  • Committee Member: Brooks, John C.
    Contributor Type: Personal
  • Committee Member: Simpson, Grant
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2009-05
  • Digitized: 2009-10-02

Language

  • English

Description

  • Content Description: The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.

Subject

  • Keyword: School finance
  • Keyword: resource allocation
  • Keyword: education spending
  • Library of Congress Subject Headings: Education -- Texas -- Finance.
  • Library of Congress Subject Headings: Academic achievement -- Texas.
  • Library of Congress Subject Headings: Resource allocation -- Texas.
  • Library of Congress Subject Headings: School management and organization -- Texas.
  • Library of Congress Subject Headings: Students -- Texas -- Social conditions.

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Gibson, Greg
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • OCLC: 458275336
  • UNT Catalog No.: b3799134
  • Archival Resource Key: ark:/67531/metadc9927

Degree

  • Degree Name: Doctor of Education
  • Degree Level: Doctoral
  • Degree Discipline: Educational Administration
  • Academic Department: Department of Teacher Education and Administration
  • Degree Grantor: University of North Texas

Note