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How Money Matters: The Effect of School District Spending on Academic Achievement
Sociology of Education
Vol. 70, No. 3 (Jul., 1997), pp. 221-237
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/2673210
Page Count: 17
You can always find the topics here!Topics: Students, School districts, Spending, Mathematical independent variables, Socioeconomic status, Educational administration, Academic achievement, Educational research, Standard error, Teachers
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Because of the prestige of the Coleman Report, few sociologists of education assert that school spending is associated with students' achievement. Instead, most either emphasize the influence of school social environment or question the ability of schools to make any difference. The study presented here applied LISREL to a new database synthesized from the 1992 National Assessment of Educational Progress in mathematics for eighth graders and the Common Core of Data for the universe of U.S. school districts to test the hypothesis that school spending is associated with achievement. It found that per-pupil expenditures for instruction and the administration of school districts are associated with achievement because both result in reduced class size, which raises achievement.
Sociology of Education © 1997 American Sociological Association