Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty
In this investigation, the effect of instructional expenditure ratio grouping on the Texas Assessment of Knowledge & Skills Reading, Mathematics, Science, Social Studies, and Writing test passing rates for students in poverty was examined. Data were obtained from the Texas Education Agency on al...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Athens Institute for Education and Research
2018-05-01
|
| Series: | Athens Journal of Education |
| Subjects: | |
| Online Access: | http://www.athensjournals.gr/education/2018-5-2-1-Hoisington.pdf |
| _version_ | 1828875045024301056 |
|---|---|
| author | Susan Hoisington John R. Slate Cynthia Martinez-Garcia Cynthia Martinez-Garcia |
| author_facet | Susan Hoisington John R. Slate Cynthia Martinez-Garcia Cynthia Martinez-Garcia |
| author_sort | Susan Hoisington |
| collection | DOAJ |
| description | In this investigation, the effect of instructional expenditure ratio grouping on the Texas Assessment of Knowledge & Skills Reading, Mathematics, Science, Social Studies, and Writing test passing rates for students in poverty was examined. Data were obtained from the Texas Education Agency on all Texas high school students for the 2006-2007 through the 2010-2011 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in passing rates as a function of instructional expenditure ratio grouping for students in poverty. School districts that had an instructional expenditure of at least 60% had higher TAKS passing rates in all five academic areas for students in poverty than school districts that spent less than 60% on instruction. Suggestions for future research and implications for policy and practice were made. |
| first_indexed | 2024-12-13T07:50:12Z |
| format | Article |
| id | doaj.art-dfd4bbc1515e4cde8a7c62ea9cfa94cc |
| institution | Directory Open Access Journal |
| issn | 2241-7958 |
| language | English |
| last_indexed | 2024-12-13T07:50:12Z |
| publishDate | 2018-05-01 |
| publisher | Athens Institute for Education and Research |
| record_format | Article |
| series | Athens Journal of Education |
| spelling | doaj.art-dfd4bbc1515e4cde8a7c62ea9cfa94cc2022-12-21T23:54:42ZengAthens Institute for Education and ResearchAthens Journal of Education2241-79582018-05-0152111130https://doi.org/10.30958/aje.5-2-1Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in PovertySusan Hoisington0John R. Slate1Cynthia Martinez-Garcia2Cynthia Martinez-Garcia3Assistant Principal, New Caney High School in Texas, USAFull Professor, Department of Educational Leadership, Sam Houston State University, USAAssociate Professor, Department of Educational Leadership, Sam Houston State University, USADirector of the Student Success Center, Sam Houston State University, USAIn this investigation, the effect of instructional expenditure ratio grouping on the Texas Assessment of Knowledge & Skills Reading, Mathematics, Science, Social Studies, and Writing test passing rates for students in poverty was examined. Data were obtained from the Texas Education Agency on all Texas high school students for the 2006-2007 through the 2010-2011 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in passing rates as a function of instructional expenditure ratio grouping for students in poverty. School districts that had an instructional expenditure of at least 60% had higher TAKS passing rates in all five academic areas for students in poverty than school districts that spent less than 60% on instruction. Suggestions for future research and implications for policy and practice were made.http://www.athensjournals.gr/education/2018-5-2-1-Hoisington.pdfacademic achievementeconomically disadvantagedinstructional expenditure ratiopovertystudent achievement |
| spellingShingle | Susan Hoisington John R. Slate Cynthia Martinez-Garcia Cynthia Martinez-Garcia Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty Athens Journal of Education academic achievement economically disadvantaged instructional expenditure ratio poverty student achievement |
| title | Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty |
| title_full | Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty |
| title_fullStr | Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty |
| title_full_unstemmed | Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty |
| title_short | Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty |
| title_sort | differences in academic achievement as a function of instructional expenditure ratio for students in poverty |
| topic | academic achievement economically disadvantaged instructional expenditure ratio poverty student achievement |
| url | http://www.athensjournals.gr/education/2018-5-2-1-Hoisington.pdf |
| work_keys_str_mv | AT susanhoisington differencesinacademicachievementasafunctionofinstructionalexpenditureratioforstudentsinpoverty AT johnrslate differencesinacademicachievementasafunctionofinstructionalexpenditureratioforstudentsinpoverty AT cynthiamartinezgarcia differencesinacademicachievementasafunctionofinstructionalexpenditureratioforstudentsinpoverty AT cynthiamartinezgarcia differencesinacademicachievementasafunctionofinstructionalexpenditureratioforstudentsinpoverty |