Date of Award

5-2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Legacy Department

Educational Leadership

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.

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