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A Doctoral Defense
James Andrew DaileySubmitted to the Graduate School
Prairie View A&M University
In partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
Summer 2013
Delco 220
Major Subject: Educational Leadership
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James Andrew Dailey
M.Ed. – Prairie View A&M University
(May 16, 2009)
Educational Administration
B.A. – University of Houston
(May 1997)
Major: History
B.A. –
University of Houston(August 1995)
Major: English
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Doctoral Committee
Patricia Hoffman-Miller, Ph.D.(Dissertation Chair)
Judith Hansen, Ed.D.(Member)
William Allan Kritsonis, Ph.D.(Member)
Solomon G. Osho, Ph.D.(Methodologist)
Pamela Freeman, Ph.D.(Member)
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Abstract
4
WHITLOWE R. GREEN COLLEGE OF EDUCATION
Doctoral Defense Announcement
ABSTRACT
SCHOOL SPENDING AND STUDENT ACHIEVEMENT: A CAUSAL COMPARATIVE
STUDY EXPLORING THE IMPACT OF PER PUPIL SPENDING ON STUDENT
ACADEMIC ACHIEVEMENT IN 26 SOUTHEASTERN SCHOOL DISTRICTS IN TEXAS.
(Summer 2013)
James Andrew Dailey, M.Ed. - Prairie View A&M University;
B.A. – University of Houston
Dissertation Chair: Patricia Hoffman-Miller, Ph.D.
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Abstract (Continued)
The causal-comparative study explored the impact of per pupil spending on student
academic achievement in southeastern school districts in the State of Texas. The available
research is convoluted with regression models attempting to account for socio-economic issues
rather than focusing on whether a correlation exists between per pupil spending levels and
academic achievement levels. The researcher utilized a causal-comparative research method to
identify and analyze the cause and effect relationship between schools’ per pupil spending rates
and academic achievement rates of high school students in school districts in southeastern Texas.
The research and analysis completed for this causal-comparative study provides a basic
understanding of per pupil spending and academic achievement, and lays a foundation for
analyzing how to adequately fund the reforms of a post modernistic future in the state of Texas
and nation as a whole.5
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Dissertation Defense Format
Part I: Introduction
Part II: Review Of The Literature
Part III: Methodology
Part IV: Analysis of Data
Part V: Summary, Recommendations,
and Conclusion.
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Part I
Introduction
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Statement of the Problem
Despite decades of litigation and passage of educational reforms, there still
exists disparities in per pupil spending in educational districts across America, and
often these disparities exist between schools within the same district. According to
Rosa (2010): The basic premise of litigation was that discrepancies in access to resources gave
some students a higher quality of public education than others, violating
individual’s right to equal protection under the law. That is, the more a district
spent per pupil, the better education it could deliver than a district that spent less
per pupil. (p. 19). 8
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Statement of the Problem
The educational reforms of the past scar the landscape of the present, and
cloud the road of the future, because many of these reforms lacked equitable funding
mechanisms to insure their success. Students today are faced with a multitude of
technological advances, and a globally connected economy. A basic understanding of
per pupil spending and academic achievement is needed to lay the foundation for
analyzing how to adequately fund the reforms of a post modernistic future in the state
of Texas and nation as a whole.
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The Purpose of the Study
The purpose of this causal-comparative study was to determine if there is a
difference in student academic achievement between high schools with low per pupil
spending levels and high schools with high per pupil spending levels as reported in the
Texas Education Agency PEIMS and AEIS report of 2010-2011. This study focused on
four areas of TAKS testing outcomes as reported in the Texas Education Agency AEIS
report of 2010-2011: 10th grade Reading/ELA, 10th grade Mathematics, 11th grade
Reading/ELA, and 11th grade Mathematics.
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The Research Questions
1. Is there a difference in student achievement between low per pupil spending and high per
pupil spending high schools, as reported on the Public Education Information Management
System (PEIMS) and the Academic Excellence Indicator System (AEIS) for Texas
Assessment of Knowledge and Skills (TAKS) in Reading/ELA for 10 th grade? 2. Is there a difference in student achievement between low per pupil spending and high per
pupil spending high schools, as reported on the Public Education Information Management
System (PEIMS) and Academic Excellence Indicator System (AEIS) for Texas Assessment of
Knowledge and Skills (TAKS) in Mathematics for 10 th grade?
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The Research Questions
3. Is there a difference in student achievement between low per pupil spending and high per
pupil spending high schools, as reported on the Public Education Information Management
System (PEIMS) and Academic Excellence Indicator System (AEIS) for Texas Assessment of
Knowledge and Skills (TAKS) in Reading/ELA for 11th grade?
4. Is there a difference in student achievement between low per pupil spending and high per
pupil spending high schools, as reported on the Public Education Information Management
System (PEIMS) and Academic Excellence Indicator System (AEIS) for Texas Assessment of
Knowledge and Skills (TAKS) in Mathematics for 11th grade?
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Research Hypotheses
H1 - As measured by the PEIMS and AEIS reports, 10th grade students from high per
pupil spending schools will outperform 10th grade students from low per pupil
spending schools on the Reading/ELA TAKS assessments. H1: x1 ≠ x2
H2 - As measured by the PEIMS and AEIS reports, 10th grade students from high per
pupil spending schools will outperform 10th grade students from low per pupil
spending schools on the Mathematics TAKS assessments. H2: x1 ≠ x2
H3 - As measured by the PEIMS and AEIS reports, 11 th grade students from high per
pupil spending schools will outperform 11th grade students from low per pupil
spending schools on the Reading/ELA TAKS assessments. H3: x1 ≠ x2
H4 - As measured by the PEIMS and AEIS reports, 11 th grade students from high per
pupil spending schools will outperform 11th grade students from low per pupil
spending schools on the Mathematics TAKS assessments. H4: x1 ≠ x2
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The Null Hypotheses
H01 – There is no statistically significant difference in student achievement between
low per pupil spending and high per pupil spending high schools, as reported
on the PEIMS and AEIS for TAKS in Reading/ELA for 10th grade. H01: µ1 – µ2 = 0
H02 – There is no statistically significant difference in student achievement between
low per pupil spending and high per pupil spending high schools, as reported on
the PEIMS and AEIS for TAKS in Mathematics for 10th grade. H02: µ1 – µ2 = 0
H03 – There is no statistically significant difference in student achievement between
low per pupil spending and high per pupil spending high schools, as reported on
the PEIMS and AEIS for TAKS in Reading/ELA for 11 th grade. H03: µ1 – µ2 = 0
H04 – There is no statistically significant difference in student achievement between
low per pupil spending and high per pupil spending high schools, as reported on the PEIMS
and AEIS for TAKS in Mathematics for 11 th grade. H04: µ1 – µ2 = 0
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Significance of the Study
• This researcher believes that a preliminary study exploring whether or not student
achievement is affected by the level of per pupil spending is a precursor to
determine how per pupil spending occurs at given schools and districts.
•
This study is significant for educational reform and equal educational opportunitieswith equitable funding, because it lays a basic foundation for understanding per
pupil spending and academic achievement.
• This study attempted to determine whether students in schools with the highest
level of per pupil funding outperform academically students in schools with the
lowest per pupil level of funding.
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Limitations of the Study
1. There are encompassing socio-economic factors, not analyzed in this investigation,
which could affect testing results. 2. It is possible for specific school expenditures to vary greatly between high schools in
this study. 3. It is possible that geographical surroundings of the included high schools could affect
testing results. 4. Private, and parochial high school per pupil spending rates were not included in the
2010-2011 AEIS reports, and therefore they are excluded from this study.
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Delimitations of the Study
1. This was a causal-comparative quantitative study.
2. This study only focused on per pupil spending of the top ten high schools, and the bottom ten
high schools as reported on the AEIS report of 2010-2011for school districts within Harris
County. 3. Student achievement outcomes of the TAKS assessments were delimited to Reading/ELA and
Mathematics scores for only 10th and 11th grade.
4. Student achievement outcomes of the TAKS assessments were delimited to Reading/ELA and
Mathematics scores for 2010-2011. 5. The findings of this causal-comparative quantitative study are limited to Texas.
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Operational Definitions
Achievement Gap: The difference between how well low-income and minority children perform on
standardized tests as compared with their peers. For many years, low-income and minority children have
been falling behind their white peers in terms of academic achievement (U.S. Department of Education,
2012).
Per Pupil Spending: Per pupil spending is calculated by dividing the current expense of education by
average daily attendance (ADA) , which is defined as the total days of student attendance divided by the
total days of instruction.
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Part II
Review of the Literature Review
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Highlights of Major Themes • Separate But Equal • Legal Jurisprudence and Texas • State Per Pupil Funding • Accountability Standards • Privatization of Educational Reform • Federal Funding and Impact on
Student Achievement • African-Americans and Litigation
•School Finance and Texas’ MinorityPopulation
• Accountability and Equitable Funding
• Global Financial Crisis
• Per Pupil Spending and School
Expenditures
• Technology
• Teacher Efficacy and School Funding
• Educational Facilities and
Postmodernism
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Part III
Methodology
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Research Method
The researcher utilized a causal-comparative research method to identify and
analyze the cause and effect relationship between school per pupil spending
rates and academic achievement rates of high school students in select districts
in southeastern Texas.
According to Schenker and Rumrill (2004) causal-comparative designs often
involve derived groups to analyze differences between the derived groups on
dependent variables.
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Research Design
The researcher utilized a causal-comparative design.
This type of design allowed the researcher to choose the independent variables for
which to analyze their effects on dependent variables (Fraenkel and Wallen, 2009).
The rationale for the researcher selecting a causal-comparative design was to determinehow per pupil spending rates impact student academic achievement levels.
In this causal-comparative study the independent variable was the per pupil rates for
each high school
The dependent variables were the tenth and eleventh grade TAKS scores for
Reading/ELA and Mathematics as reported on the AEIS reports.
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Target Population
The public high schools chosen for the quantitative research study are located
in southeastern Texas. All private and parochial schools are excluded from this study.
The high schools serve students in grades 9-12. Tenth and eleventh grade test takers
are the target population for this quantitative causal-comparative research study. The
research included all tenth and eleventh grade student academic performance on the
summative state assessment during the 2010-2011 school year.
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Sampling of Participants
The research utilized purposive sampling. According to Singh (2007) when a
specific sample needs to be targeted for research the selection of the targets becomes
purposive in nature. The researcher purposively selected the top ten per pupil spending
high schools, and the bottom ten per pupil spending high schools located within the
target area. This causal-comparative research study utilized 2010-2011 school year
data from the Public Education Information Management System (PEIMS) and
Academic Excellence Indicator System (AEIS) reports.
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Description of the Instrumentation
Creswell (2009) argues that the validity of the instruments to collect data is
paramount when conducting quantitative research. The instrumentation for this
quantitative causal-comparative research study was the Texas Assessment of
Knowledge and Skills 2010-2011test, which is validated by the Texas Education
Agency (2012). The per pupil spending rates of each high school selected were
recorded from the Public Education Information Management System (PEIMS) report.
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Statistical Technique(s)
• An independent T- Test was utilized in this causal-comparative research study.
• According to Singh (2007) an independent T-Test is an appropriate test to conduct
causal-comparative research.
• The results of the T-Test were utilized to determine whether there is a statistically
significant difference in the comparisons , and therefore, if the null hypothesis are
rejected (Creswell, 2009).
• Statistical Package for the Social Sciences (SPSS) Version 20 software was utilized
by the researcher to analyze the collected data of the causal-comparative researchstudy.
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Summary of Research Procedures
A quantitative causal-comparative research study was conducted by the researcher
to identify and analyze the cause and effect relationship between a school’s per
pupil spending rates and academic achievement in high schools in 26 school
districts located in southeastern Texas. The researcher purposively selected the top ten per pupil spending high schools
located within Harris County Texas, and the bottom ten per pupil spending high
schools located within Harris County Texas.
The research utilized purposive sampling. The instrumentation for this quantitative causal-comparative research study was the
Texas Assessment of Knowledge and Skills 2010-2011 test, which has been
validated by the Texas Education Agency (2012). An independent T- Test was utilized in this quantitative causal-comparative research
study.
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Part IV
Analysis of Data
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Findings
The purpose of this causal-comparative study was to determine if there is a
difference in student academic achievement between high schools with low per
pupil spending levels and high schools with high per pupil spending levels as
reported in the Texas Education Agency PEIMS and AEIS report of 2010-2011.
This study focused on four areas of TAKS testing outcomes as reported in the Texas
Education Agency AEIS report of 2010-2011: 10th
grade Reading/ELA, 10th
gradeMathematics, 11th grade Reading/ELA, and 11th grade Mathematics. The
instrumentation for this quantitative causal-comparative research study was the
Texas Assessment of Knowledge and Skills 2010-2011 test, which has been
validated by the Texas Education Agency (2012).
The researcher purposively selected the top ten per pupil spending high schools
located within Harris County Texas, and the bottom ten per pupil spending high
schools located within Harris County Texas.
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Findings
The participants for this study were the top ten per pupil spending high
schools located within Harris County Texas, and the bottom ten per pupil spending high
schools located within Harris County Texas which consist of these school districts:
31
• Aldine Independent School District
• Alief Independent School District
• Channelview Independent School District
• Clear Creek Independent School District
• Crosby Independent School District
• Cy-Fair Independent School District
•
Dayton Independent School District• Deer Park Independent School District
• Galena Park Independent School District
• Goose Creek Independent School District
• Houston Independent School District
• Huffman Independent School District
• Humble Independent School District
• Katy Independent School District
• Klein Independent School District
• La Porte Independent School District
• New Caney Independent School District
• North Forest Independent School District
• Pasadena Independent School District
•
Pearland Independent School District• Sheldon Independent School District
• Spring Independent School District
• Spring Branch School District
• Stafford Municipal School District
• Tomball Independent School District
• Waller Independent School District
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Top Ten Selected Schools
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Table 1.0
2010-2011 school Per Pupil Spending rates report from the Public Education Information
Management System (PEIMS) of the Top Ten Selected Schools.
Campus Per Pupil Spending Rates
1. Campus J 14,784
2. Campus K 13,290
3. Campus Q 11,869
4. Campus A 11,375
5. Campus S1 11,336
6. Campus S2 9,380
7. Campus F 9,362
8. Campus S3 9,356
9. Campus N 9,355
10. Campus C 9,315
* Campuses in alphabetical order using the first letter.
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Bottom Ten Selected Schools
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Table 2.0
2010-2011 school Per Pupil Spending rates report from the Public Education Information
Management System (PEIMS) of the Bottom Ten Selected Schools.
Campus Per Pupil Spending Rates
1. Campus C1 5,142
2. Campus C2 5,171
3. Campus E 5,247
4. Campus T1 5,290
5. Campus T2 5,346
6. Campus C3 5,358
7. Campus S1 5,398
8. Campus S2 5,427
9. Campus V 5,436
10. Campus K 5,436
* Campuses in alphabetical order using the first letter.
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Frequency Table Top Ten
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Table 7.0
Frequency Table and Central Tendencies identifying the Mode, Mean, Median and Standard
Deviation of the Per Pupil Spending Rates, 10th
Grade Mathematics Scores, 10th
Grade English
Scores, 11th
Grade Mathematics Scores, and 11th
Grade English Scores using the 2010-2011
school Per Pupil Spending rates report from the Public Education Information Management
System (PEIMS), and 2010-2011 AEIS report of the Mathematics and English scores on the
Texas Assessment of Knowledge and Skills (TAKS) Exam of the Top Ten Selected Schools.
Spending 10th
Math 10th
ELA 11th
Math 11th
ELA
N Valid 10 10 10 10 10
Mean 10942.20 65.50 85.30 85.20 90.10
Std. Error of Mean 615.480 4.220 2.176 2.323 1.531
Median 10358.00 71.50 86.50 85.00 91.00
Mode 9315a
73 78 84 92
St. Deviation 1946.320 13.344 6.881 7.345 4.841
Range 5469 40 20 22 17
Minimum 9315 42 75 73 82
Maximum 14784 82 95 95 99
Sum 109422 655 853 852 901
______________________________________________________________________________
a. Multiple modes exist. The smallest value is shown.
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Frequency Table Bottom Ten
35
Table 8.0
Frequency Table and Central Tendencies identifying the Mode, Mean, Median and Standard
Deviation of the Per Pupil Spending Rates, 10th
Grade Mathematics Scores, 10th
Grade English
Scores, 11th
Grade Mathematics Scores, and 11th
Grade English Scores using the 2010-2011
school Per Pupil Spending rates report from the Public Education Information Management
System (PEIMS), and 2010-2011 AEIS report of the Mathematics and English scores on the
Texas Assessment of Knowledge and Skills (TAKS) Exam of the Bottom Ten Selected Schools.
Spending 10th
Math 10th
ELA 11th
Math 11th
ELA
N Valid 10 10 10 10 10
Mean 5325.10 81.50 94.30 92.60 96.70
Std. Error of Mean 34.387 4.148 1.422 1.833 .817
Median 5352.00 81.00 95.00 92.50 97.50
Mode 5436 99
99 98a
99
St. Deviation 108.740 13.117 4.498 5.797 2.584
Range 294 35 11 16 6
Minimum 5142 64 88 83 93
Maximum 5436 99 99 99 99
Sum 53251 815 943 926 967
______________________________________________________________________________
a. Multiple modes exist. The smallest value is shown.
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1st Null Hypothesis
36
1. H01 – There is no statistically significant difference in student
achievement between low per pupil spending and high per pupil spending high schools, as reported on the PEIMS and
AEIS for TAKS in Reading/ELA for 10th grade.
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1st Null Hypothesis Findings
37
Table 9.0
Independent T-Test using the using the 2010-2011 school Per Pupil Spending rates report fromthe Public Education Information Management System (PEIMS), and 2010-2011 AEIS report of the 10th Grade English scores on the Texas Assessment of Knowledge and Skills (TAKS) Examof the Top Ten and Bottom Ten Selected Schools.
F Sig. t df Sig. Mean Std. Error
(2-Tailed) Difference Difference
English
Equal variancesassumed 2.044 .170 -3.462 18 .003 -9.000 2.600
Equal variances Not assumed -3.462 15.505 .003 -9.000 2.600
______________________________________________________________________________
* The level of significance p ≤ 0.05
The null hypothesis is rejected because the significance level is less than .05. The data
revealed that there is a significant difference between student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the PEIMS and AEIS for
TAKS in Reading/ELA for 10th grade.
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2nd Null Hypothesis
38
2. H02 – There is no statistically significant difference in student
achievement between low per pupil spending and high per pupil spending high schools, as reported on the PEIMS and
AEIS for TAKS in Mathematics for 10th grade.
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2nd Null Hypothesis Findings
39
Table 10.0
Independent T-Test using the using the 2010-2011 school Per Pupil Spending rates report fromthe Public Education Information Management System (PEIMS), and 2010-2011 AEIS report of the 10th Grade Mathematics scores on the Texas Assessment of Knowledge and Skills (TAKS)
Exam of the Top Ten and Bottom Ten Selected Schools.
F Sig. t df Sig. Mean Std. Error
(2-Tailed) Difference Difference
Math
Equal variances
assumed .000 1.000 -2.704 18 .015 -16.000 5.917
Equal variances Not assumed -2.704 17.995 .015 -16.000 5.917
______________________________________________________________________________
* The level of significance p ≤ 0.05
The null hypothesis is rejected because the significance level is less than .05. The data
revealed that there is a significant difference between student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the PEIMS and AEIS for
TAKS in Mathematics for 10th grade.
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3rd Null Hypothesis
40
3. H03 – There is no statistically significant difference in student
achievement between low per pupil spending and high per pupil spending high schools, as reported on the PEIMS and
AEIS for TAKS in Reading/ELA for 11th grade.
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3rd Null Hypothesis Findings
41
Table 11.0
Independent T-Test using the using the 2010-2011 school Per Pupil Spending rates report from
the Public Education Information Management System (PEIMS), and 2010-2011 AEIS report of
the 11th
Grade English scores on the Texas Assessment of Knowledge and Skills (TAKS) Exam
of the Top Ten and Bottom Ten Selected Schools.
F Sig. t df Sig. Mean Std. Error
(2-Tailed) Difference Difference
English
Equal variances
assumed 2.172 .158 -3.803 18 .001 -6.600 1.735
Equal variances
Not assumed -3.803 13.744 .002 -6.600 1.735
______________________________________________________________________________
* The level of significance p ≤ 0.05
The null hypothesis is rejected because the significance level is less than .05. The data
revealed that there is a significant difference between student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the PEIMS and AEIS for
TAKS in Reading/ELA for 11th grade.
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4th Null Hypothesis
42
4. H04 – There is no statistically significant difference in student
achievement between low per pupil spending and high per pupil spending high schools, as reported on the PEIMS and
AEIS for TAKS in Mathematics for 11th grade.
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4th Null Hypothesis Findings
43
Table 12.0
Independent T-Test using the using the 2010-2011 school Per Pupil Spending rates report from
the Public Education Information Management System (PEIMS), and 2010-2011 AEIS report of
the 11th
Grade Mathematics scores on the Texas Assessment of Knowledge and Skills (TAKS)
Exam of the Top Ten and Bottom Ten Selected Schools.
F Sig. t df Sig. Mean Std. Error
(2-Tailed) Difference Difference
Math
Equal variances
assumed .286 .600 -2.501 18 .022 -7.400 2.959
Equal variances
Not assumed -2.501 17.077 .023 -7.400 2.959
______________________________________________________________________________
* The level of significance p ≤ 0.05
The null hypothesis is rejected because the significance level is less than .05. The data
revealed that there is a significant difference between student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the PEIMS and AEIS for
TAKS in Mathematics for 11th grade.
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Part V
Summary, Recommendations,
& Conclusion
44
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Summary
45
This causal-comparative research study explored the impact of per pupil
spending on student academic achievement in 26 southeastern school districts in Texas.
The researcher purposively selected the top ten per pupil spending high schools located
within Harris County Texas, and the bottom ten per pupil spending high schools located
within Harris County Texas. The purpose of this causal-comparative study was to
determine if there was a difference in student academic achievement between high
schools with low per pupil spending levels and high schools with high per pupil
spending levels as reported in the Texas Education Agency PEIMS and AEIS report of
2010-2011.
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Summary Continued
46
• The average student population of the Top Ten per pupil spending schools was
1,037, while the average student population of the Bottom Ten per pupil spending
schools was 2,716.
•
The average At-Risk student population of the Top Ten per pupil spending schoolswas 66.42%, while the average At-Risk student population of the Bottom Ten per
pupil spending schools was 40.77%.
• The average years of experience of the teachers at the Top Ten per pupil spending
schools was 10.45 years, while the average years of experience of the teachers at theBottom Ten per pupil spending schools was 10.94 years.
• The average African-American student population of the Top Ten per pupil spending
schools was 39.91%, while the average African-American student population of the
Bottom Ten per pupil spending schools was 19.51%.
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Summary Continued
47
• The average Hispanic student population of the Top Ten per pupil spending schools
was 48.61%, while the average Hispanic student population of the Bottom Ten per
pupil spending schools was 34.73%.
• The average White student population of the Top Ten per pupil spending schools
was 8.27%, while the average White student population of the Bottom Ten per pupil
spending schools was 34.11%.
• The average Asian student population of the Top Ten per pupil spending schools was
2.19%, while the average Asian student population of the Bottom Ten per pupil
spending schools was 9.31%.
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Summary Continued
48
The research and analysis completed for this study explored whether or not
student achievement is affected by the level of per pupil spending to serve as a
precursor to determine how per pupil spending occurs at given schools and districts.
The study found that there is a statistically significant difference in student academic
achievement between high schools with low per pupil spending levels and high schools
with high per pupil spending levels as reported in the Texas Education Agency PEIMS
and AEIS report of 2010-2011.
R d i F F h
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Recommendations For Further
Study
49
In accordance with the results of this causal-comparative study, the researcher
recommends the following for further study:
1. A study could be conducted to explore the impact of student At-Risk populations on
whether there is a difference in student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the Public
Education Information Management System (PEIMS) and Academic Excellence
Indicator System (AEIS) for Texas Assessment of Knowledge and Skills (TAKS).
2. A study could be conducted to explore the impact of over-all student population on
whether there is a difference in student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the Public
Education Information Management System (PEIMS) and Academic Excellence
Indicator System (AEIS) for Texas Assessment of Knowledge and Skills (TAKS).
R d i F F h
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Recommendations For Further
Study
50
3. A study could be performed to explore the impact of the allocation of school funds
on whether there is a difference in student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the Public
Education Information Management System (PEIMS) and Academic Excellence
Indicator System (AEIS) for Texas Assessment of Knowledge and Skills (TAKS).
4. A study could be performed to explore the impact of student gender populations on
whether there is a difference in student achievement between low per pupil
spending and high per pupil spending high schools, as reported on the Public
Education Information Management System (PEIMS) and Academic Excellence
Indicator System (AEIS) for Texas Assessment of Knowledge and Skills (TAKS).
R d ti F F th
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Recommendations For Further
Study
51
5. A study could be conducted to explore the impact of Federal allocation of
educational funds on whether there is a difference in student achievement between
low per pupil spending and high per pupil spending high schools, as reported on the
Public Education Information Management System (PEIMS) and Academic
Excellence Indicator System (AEIS) for Texas Assessment of Knowledge and Skills
(TAKS).
6. A study could be conducted to explore the impact of State allocation of educational
funds on whether there is a difference in student achievement between low per pupil spending and high per pupil spending high schools, as reported on the Public
Education Information Management System (PEIMS) and Academic Excellence
Indicator System (AEIS) for Texas Assessment of Knowledge and Skills (TAKS).
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Conclusion
52
In conclusion, according to the data, the Bottom Ten per pupil spending
schools located within Harris County Texas outperformed the Top Ten per pupil
spending schools located within Harris County Texas on the 2010-2011 TAKS: 10th
grade English Exam, 10th grade Math Exam, 11th grade English Exam, and the 11th
grade Math Exam.
With billions of dollars cut from current educational funding budgets in the
state of Texas, school districts are resorting to litigation to alleviate their financial crises,
and these difficult times in education in Texas are exasperated by the new state
accountability measures of the STAAR exams. The heart of all current educational
equity litigation in Texas today is that there are not enough funds to adequately provide
equity in education to be able to meet current accountability measures.
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Conclusion
53
Texas Honorable District Judge John Dietz, on February 4, 2013, ruled that
the state's school finance system is unconstitutional, and suggested a figure of $2,000
needs to be added to the per pupil spending levels in the state of Texas (Peyton, 2013).
It is the funding schemes and formulas utilized at the local, state, and federal
levels which contribute to a widening of the achievement gap. Miles and Roza (2006)
argue that even though urban school districts across the United States of America are
aware that staff-based allocation of resources over student-centric formulas are creating
per pupil spending inequities, they continue to utilize such an antiquated inequitable
funding system.
The research and analysis completed for this causal-comparative study
provides a basic understanding of per pupil spending and academic achievement, and
lays a foundation for analyzing how to adequately fund the reforms of a post
modernistic future in the state of Texas and nation as a whole.
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Thank You
54
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