The relationship between school funding and student achievement: A study of equity in select Illinois community unit school districts

Gardner, Juan H

Permalink

https://hdl.handle.net/2142/120100 Copy

Description

Title

The relationship between school funding and student achievement: A study of equity in select Illinois community unit school districts

Author(s)

Gardner, Juan H

Issue Date

2023-04-26

Director of Research (if dissertation) or Advisor (if thesis)

Alexander, S Kern

Doctoral Committee Chair(s)

Alexander, S Kern

Committee Member(s)

• Dixson, Adrienne
• Herrmann, Mary
• Span, Christopher

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Student Achievement
• School Funding
• Per-pupil Expenditure
• Property Tax Revenue
• Property Wealth
• Low-income
• Adequacy
• Equity
• Equality
• Unequal Disparities
• Wealth Gap
• Achievement Gap

Language

eng

Abstract

ii Abstract The relationship between school funding and school achievement has a lasting effect on the lives of students. This study investigates school funding in relation to student achievement in 100 Illinois Community Unit School Districts. It also examines the court decisions across the United States that have led to educational policies that govern school funding and student achievement. This study found: 1) a significant negative relationship exists between low-income percentages and student ELA and math test scores on the Illinois Assessment of Readiness (IAR) and the Scholastic Aptitude Test (SAT) for grades 3, 8, and 11; 2) a significant relationship does exist between per-pupil instructional expenditures and student achievement on the Scholastic Aptitude Test (SAT) for grade 11 for math, but a significant relationship does not exist between per-pupil instructional expenditure and student achievement for ELA and math test scores on the Illinois Assessment of Readiness (IAR) and the Scholastic Aptitude Test (SAT) for grades 3, and 8, and ELA for grade 11; 3) a significant relationship exists between local property tax revenues and achievement scores at grades 3, 8, and 11; These results suggest that there is a relationship between low-income and student achievement as well as property tax wealth and student achievement. These results demonstrate the need for equity to bridge the gap and foster student achievement in low-income communities which often have socially disadvantaged schools.

Graduation Semester

2023-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/120100

Copyright and License Information

Copyright 2023 Juan Gardner

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