{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/104782"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/104782","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Resource allocation and performance of high school students in unit school districts in the state of Illinois","abstract":"Illinois has distinguished itself as one of the most inequitable states in the nation when it comes to state PK-12 education funding. With the advent of the No Child Left Behind Act, and more recently, the Every Student Succeeds Act, student achievement data has been thrust in front of the public, and conversations regarding equity, quality, accountability, and efficiency have dominated much of the dialogue regarding public education. This ex post facto quantitative study examined the relationship between instructional expenditures and the achievement of 11th grade students in public PK-12 (unit) school districts in the State of Illinois on the composite portion of the ACT. Data used for this study involved the 2012-2013 school year administration of the ACT exam and financial data reported for 375 Illinois unit school districts to the Illinois State Board of Education (ISBE) from that year. The analysis involved instructional expenditures and the performance of 11th grade students on the composite score of the ACT examination. The study also analyzed relationships between instructional spending and student performance while accommodating for poverty level as measured by student participation in the National School Lunch Program (NSLP) through free or reduced-priced lunch. The study then analyzed the relationship between instructional spending and the performance of Black, Hispanic, and Native American student subgroups. Finally, the relationship between instructional spending and the performance of Black, Hispanic, and Native American students was analyzed after accommodating for poverty level as measured by participation in NSLP. There was no statistically significant relationship between instructional spending and the overall performance of 11th grade students in Illinois unit school districts in the 2012-2013 school year. No statistically significant relationship was found after accommodating for poverty. However, findings did show a significant relationship between instructional spending and the performance of Black, Hispanic, and Native American students where these student subgroups comprised 10-20% of the district enrollments. This finding was consistent regardless of whether the analysis accommodated for poverty level. However, no statistically significant relationships were found in districts where less than 10% or over 20% of the overall student enrollment was comprised of Black, Hispanic, and Native American students. The conclusion is that district spending on instruction does have a relationship to 11th grade student achievement in unit school districts for specific, targeted student populations.","abstract_html":"Illinois has distinguished itself as one of the most inequitable states in the nation when it comes to state PK-12 education funding. With the advent of the No Child Left Behind Act, and more recently, the Every Student Succeeds Act, student achievement data has been thrust in front of the public, and conversations regarding equity, quality, accountability, and efficiency have dominated much of the dialogue regarding public education. This ex post facto quantitative study examined the relationship between instructional expenditures and the achievement of 11th grade students in public PK-12 (unit) school districts in the State of Illinois on the composite portion of the ACT. Data used for this study involved the 2012-2013 school year administration of the ACT exam and financial data reported for 375 Illinois unit school districts to the Illinois State Board of Education (ISBE) from that year. The analysis involved instructional expenditures and the performance of 11th grade students on the composite score of the ACT examination. The study also analyzed relationships between instructional spending and student performance while accommodating for poverty level as measured by student participation in the National School Lunch Program (NSLP) through free or reduced-priced lunch. The study then analyzed the relationship between instructional spending and the performance of Black, Hispanic, and Native American student subgroups. Finally, the relationship between instructional spending and the performance of Black, Hispanic, and Native American students was analyzed after accommodating for poverty level as measured by participation in NSLP. There was no statistically significant relationship between instructional spending and the overall performance of 11th grade students in Illinois unit school districts in the 2012-2013 school year. No statistically significant relationship was found after accommodating for poverty. However, findings did show a significant relationship between instructional spending and the performance of Black, Hispanic, and Native American students where these student subgroups comprised 10-20% of the district enrollments. This finding was consistent regardless of whether the analysis accommodated for poverty level. However, no statistically significant relationships were found in districts where less than 10% or over 20% of the overall student enrollment was comprised of Black, Hispanic, and Native American students. The conclusion is that district spending on instruction does have a relationship to 11th grade student achievement in unit school districts for specific, targeted student populations.","abstract_has_math":false,"creators":["Vossel, Jr., Robert J."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Ed Organization and Leadership","degree_department":null,"school":null,"contributors":["Hackmann, Donald G.","Hermann, Mary","Hood, Denice Ward","Welton, Anjalé"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-23T19:51:41Z","date_published":"2019-08-23T19:51:41Z","updated_at":"2026-07-22T22:24:42Z","subjects":["Illinois, Testing, Unit School Districts, Education Production Function"],"languages":["en"],"rights":["Copyright 2019, Robert J. Vossel, Jr."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/104782","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hackmann, Donald G.","Hermann, Mary","Hood, Denice Ward","Welton, Anjalé"]},{"key":"dc:creator","label":"Author","values":["Vossel, Jr., Robert J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-08-23T19:51:41Z","2019-04-10","2019-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed Organization and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Illinois, Testing, Unit School Districts, Education Production Function"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019, Robert J. Vossel, Jr."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/104782"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Illinois has distinguished itself as one of the most inequitable states in the nation when it comes to state PK-12 education funding. With the advent of the No Child Left Behind Act, and more recently, the Every Student Succeeds Act, student achievement data has been thrust in front of the public, and conversations regarding equity, quality, accountability, and efficiency have dominated much of the dialogue regarding public education. This ex post facto quantitative study examined the relationship between instructional expenditures and the achievement of 11th grade students in public PK-12 (unit) school districts in the State of Illinois on the composite portion of the ACT. Data used for this study involved the 2012-2013 school year administration of the ACT exam and financial data reported for 375 Illinois unit school districts to the Illinois State Board of Education (ISBE) from that year. The analysis involved instructional expenditures and the performance of 11th grade students on the composite score of the ACT examination. The study also analyzed relationships between instructional spending and student performance while accommodating for poverty level as measured by student participation in the National School Lunch Program (NSLP) through free or reduced-priced lunch. The study then analyzed the relationship between instructional spending and the performance of Black, Hispanic, and Native American student subgroups. Finally, the relationship between instructional spending and the performance of Black, Hispanic, and Native American students was analyzed after accommodating for poverty level as measured by participation in NSLP. There was no statistically significant relationship between instructional spending and the overall performance of 11th grade students in Illinois unit school districts in the 2012-2013 school year. No statistically significant relationship was found after accommodating for poverty. However, findings did show a significant relationship between instructional spending and the performance of Black, Hispanic, and Native American students where these student subgroups comprised 10-20% of the district enrollments. This finding was consistent regardless of whether the analysis accommodated for poverty level. However, no statistically significant relationships were found in districts where less than 10% or over 20% of the overall student enrollment was comprised of Black, Hispanic, and Native American students. The conclusion is that district spending on instruction does have a relationship to 11th grade student achievement in unit school districts for specific, targeted student populations.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2019-08-22 without embargo terms","The student, Robert Vossel, Jr., accepted the attached license on 2019-04-06 at 14:03.","The student, Robert Vossel, Jr., submitted this Dissertation for approval on 2019-04-06 at 14:10.","This Dissertation was approved for publication on 2019-04-10 at 09:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13501 on 2019-08-22 at 14:41:48","Made available in DSpace on 2019-08-23T19:51:41Z (GMT). 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With the advent of the No Child Left Behind Act, and more recently, the Every Student Succeeds Act, student achievement data has been thrust in front of the public, and conversations regarding equity, quality, accountability, and efficiency have dominated much of the dialogue regarding public education. This ex post facto quantitative study examined the relationship between instructional expenditures and the achievement of 11th grade students in public PK-12 (unit) school districts in the State of Illinois on the composite portion of the ACT. Data used for this study involved the 2012-2013 school year administration of the ACT exam and financial data reported for 375 Illinois unit school districts to the Illinois State Board of Education (ISBE) from that year. The analysis involved instructional expenditures and the performance of 11th grade students on the composite score of the ACT examination. The study also analyzed relationships between instructional spending and student performance while accommodating for poverty level as measured by student participation in the National School Lunch Program (NSLP) through free or reduced-priced lunch. The study then analyzed the relationship between instructional spending and the performance of Black, Hispanic, and Native American student subgroups. Finally, the relationship between instructional spending and the performance of Black, Hispanic, and Native American students was analyzed after accommodating for poverty level as measured by participation in NSLP. There was no statistically significant relationship between instructional spending and the overall performance of 11th grade students in Illinois unit school districts in the 2012-2013 school year. No statistically significant relationship was found after accommodating for poverty. However, findings did show a significant relationship between instructional spending and the performance of Black, Hispanic, and Native American students where these student subgroups comprised 10-20% of the district enrollments. This finding was consistent regardless of whether the analysis accommodated for poverty level. However, no statistically significant relationships were found in districts where less than 10% or over 20% of the overall student enrollment was comprised of Black, Hispanic, and Native American students. The conclusion is that district spending on instruction does have a relationship to 11th grade student achievement in unit school districts for specific, targeted student populations.","Submission original under an indefinite embargo labeled 'Open Access'. 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