Does Place Influence Mathematics Achievement Outcomes? An Investigation of the Standing of Appalachian Ohio School Districts. Working Paper Series 23

Autor/inn/en	Howley, Craig B.; Howley, Aimee A.; Hopkins, Terri
Institution	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM).
Titel	Does Place Influence Mathematics Achievement Outcomes? An Investigation of the Standing of Appalachian Ohio School Districts. Working Paper Series 23
Quelle	(2005), (54 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Expenditures; Teacher Salaries; Poverty; Mathematics Education; Accountability; Mathematics Achievement; School Districts; Rural Areas + Suchen Sie Ihr Suchwort? Ausgaben; Lehrerbesoldung; Lehrervergütung; Armut; Mathematische Bildung; Verantwortung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School district; Schulbezirk; Rural area; Ländlicher Raum
Abstract	In Appalachian Ohio, districts are 2.5 times more likely than other districts to earn "efficiency" ratings from the state education agency (SEA). District accountability performance is not adjusted for poverty or other structural threats, and affluent suburban districts are permitted to address the same standards as impoverished rural and urban districts. The SEA calls his "accepting no excuses." This study, arguing that poverty (and other threats) are not irrelevant temporizations but powerful threats, investigates the charge of deficiency in the case of district-level mathematics Performance, holding all else equal. The analysis theorizes the influence of 10 independent variables on three dependent measures (mathematics pass rates, mathematics achievement efficiency, and number of accountability indicators passed). All else equal, the results suggest that Appalachian locale and rural locale exert significant influences on the dependent variables, and that, most particularly, (a) the charge of deficiency is inapt and (b) Appalachian districts are more efficient in the production of mathematics achievement than other districts. In short, Appalachian districts do more with less in cultivating the mathematics learning of their students. One of several surprising results is that the proportion of expenditures devoted to instruction (i.e., teacher salaries), particularly among lower-spending districts, exerts a positive a positive influence on achievement. Recommendations include the need for (a) a value-added accountability model in Ohio and (b) resource levels adequate to sustain smaller schools and districts and to fund competitive teacher salaries in rural and Appalachian districts. (Author).
Anmerkungen	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Ohio University, 119E McCracken Hall Athens, OH 45701-2979. Tel:740-593-9869; Fax:740-593-0477;Web site: http://www.acclaim-math.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10