Date of Award
5-2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Legacy Department
Educational Leadership
Committee Chair/Advisor
Dr. Robert C. Knoeppel
Committee Member
Dr. Patricia F. First
Committee Member
Dr. Russ Marion
Committee Member
Dr. Holley Ulbrich
Abstract
School finance scholars have called for the alignment of accountability policies with state finance formulae to allocate resources toward student learning goals (Adams, 2008; Ryan, 2008; Superfine, 2009; Verstegen, 2002). With the presence of accountability policies that focus on improving students’ academic achievement, state finance systems must be repurposed to allocate educational resources to schools based on research-based practices that are linked to student achievement. The purpose of this study is to test the sufficiency of a new conceptual model of the effects of educational resources on student achievement using structural equation modeling. The goal of this study is to provide further clarity to the discourse on whether researchers can model how variations in educational resources allocated specifically to schools, rather than school districts, affect variations in student achievement.
Recommended Citation
Della Sala, Matthew Robert, "Examining the Effects of School-Level Variables on Elementary School Students' Academic Achievement: the Use of Structural Equation Modeling" (2014). All Dissertations. 1410.
https://tigerprints.clemson.edu/all_dissertations/1410