The relationship between the expenditure provision of the Classroom First for Georgia Act and five measures of student success.

摘要

This study examined the relationship between school district spending 65% on direct instruction and student achievement. A canonical correlation analysis was used to determine which input variables had the greatest chance of predicting student achievement. The dependent variables were school district wealth, percent of economically disadvantaged students, average teacher salary and per pupil expenditures. The independent variables were HOPE, school district drop out percentage, school district graduation rate, school district retention rate and the number of students that enrolled in post secondary education institutions. A partial correlation was performed to determine the strength of relationships between the multiple input and output variables. This study found that economically disadvantaged students and school district wealth are the strongest predictors of student achievement. This study also found increasing expenditures in a school district was not strongly correlated to student achievement.