A Quantitative Analysis of Per Pupil Expenditures on Instruction and Academic Outcomes in Michigan Public Schools

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Bryant, A. (2018). A Quantitative Analysis of Per Pupil Expenditures on Instruction and Academic Outcomes in Michigan Public Schools. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This research quantitatively explores the relationship between per pupil expenditures on instruction and academic outcomes on Michigan Student Test of Educational Progress (M-STEP) in Michigan state public schools. This study particularly focuses on per pupil spending on instruction in public schools in Michigan. The sample tested included all regular public school districts in Michigan (N=540), approximately 3,000 schools (N=2,996). This outcome of the study conducted helps to inform the conversation on the impact of spending in Michigan public schools.Six multiple linear regression models were designed and the results reported that per pupil spending on instruction was significantly impactful on academic proficiency when controlling for student/teacher ratio, type of district (i.e., urban, rural/town, and suburban), and racial compositions of a district; however, the effect size of per pupil spending was not practically impactful encouraging investigation into other variables. The most impactful variables across the models were: (1) the percent of the district that served White students and (2) the percent of the district serving children who were economically disadvantaged. Further investigation is necessary in order to more comprehensively understand the causes for chronic disparate outcomes among American students as this study is limited to standardized proficiency scores in one geographic region of the country.

Details
Author

Bryant, Amber

Title

A Quantitative Analysis of Per Pupil Expenditures on Instruction and Academic Outcomes in Michigan Public Schools

Physical Description

1 online resource (122 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This research quantitatively explores the relationship between per pupil expenditures on instruction and academic outcomes on Michigan Student Test of Educational Progress (M-STEP) in Michigan state public schools. This study particularly focuses on per pupil spending on instruction in public schools in Michigan. The sample tested included all regular public school districts in Michigan (N=540), approximately 3,000 schools (N=2,996). This outcome of the study conducted helps to inform the conversation on the impact of spending in Michigan public schools.Six multiple linear regression models were designed and the results reported that per pupil spending on instruction was significantly impactful on academic proficiency when controlling for student/teacher ratio, type of district (i.e., urban, rural/town, and suburban), and racial compositions of a district; however, the effect size of per pupil spending was not practically impactful encouraging investigation into other variables. The most impactful variables across the models were: (1) the percent of the district that served White students and (2) the percent of the district serving children who were economically disadvantaged. Further investigation is necessary in order to more comprehensively understand the causes for chronic disparate outcomes among American students as this study is limited to standardized proficiency scores in one geographic region of the country.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

Academic Achievement
Achievement Gap
Michigan
Per Pupil Expenditures
Poverty
Spending

Subject Area

Curriculum & Instruction

Advisor(s)

Lewis, Chance

Committee Members

Hancock, Stephen
Mraz, Maryann
Flowers, Claudia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Bryant_uncc_0694D_11794

Permalink

http://hdl.handle.net/20.500.13093/etd:1126