Relationships Between School District Level Inputs and the Output Performance of Students on the Missouri Basic Essential Skills Test.

Autor/inn/en	Freeman, Vera E.; Hatley, Richard V.
Titel	Relationships Between School District Level Inputs and the Output Performance of Students on the Missouri Basic Essential Skills Test.
Quelle	(1981), (34 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Basic Skills; Community Characteristics; Educational Environment; Educational Research; Elementary Education; Grade 8; Input Output Analysis; Institutional Characteristics; Minimum Competency Testing; Models; Multiple Regression Analysis; Predictor Variables; Productivity; School Demography; School Districts; Socioeconomic Influences; Missouri + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Analogiemodell; Prädiktor; Produktivität; Schulbesuchsrate; School district; Schulbezirk; Sozioökonomischer Faktor
Abstract	Missouri requires the testing of all eighth grade students on their competence in reading and language arts, mathematics, and government and economics. This statewide assessment is referred to as the Missouri Basic Essential Skills Test (BEST) and has been given in the spring of each year since 1978. A study was undertaken to determine which characteristics of school districts correlate most clearly with student success on the BEST tests. The educational production function conceptual model was used. This model assumes that measured school output is a function of students' out-of-school environment, their in-school environment, and peer characteristics. Fifteen predictor variables suited to the model were selected, including financial and demographic characteristics of districts, school sizes and staffing levels, and results of tests of reading and mathematics skills at lower grade levels. Regression analysis revealed that a significant relationship exists between school district characteristics and student performance. Variables of particular importance included number of students of a low socioeconomic background, average daily attendance percentages, reading scores at lower grade levels, assessed valuation in the community, and the urban or rural nature of the district. In-school environmental characteristics proved of little predictive value. (Author/PGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC