{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/35211"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/35211","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The impact of spending cuts on Missouri student achievement","abstract":"Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. This study found a slightly negative relationship between per-pupil expenditures and attendance rates across 267 Missouri school districts. Per-pupil expenditures did not have predictive significance when compared to graduation rate or MAP scores. Through the findings of this study, district decision makers will have insight into more efficient allocation of scarce educational resources. This study will also provide direction for further research on the impact of education inputs that effect achievement.","abstract_html":"Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. This study found a slightly negative relationship between per-pupil expenditures and attendance rates across 267 Missouri school districts. Per-pupil expenditures did not have predictive significance when compared to graduation rate or MAP scores. Through the findings of this study, district decision makers will have insight into more efficient allocation of scarce educational resources. This study will also provide direction for further research on the impact of education inputs that effect achievement.","abstract_has_math":false,"creators":["Kohl, Andrew Ray"],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Friend, Jennifer Ingrid"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-24T05:16:32Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10355/35211","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Friend, Jennifer Ingrid"]},{"key":"dc:creator","label":"Author","values":["Kohl, Andrew Ray"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-05-17T16:36:43Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-05-17T16:36:43Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10355/35211"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed on May 17, 2013","Dissertation advisor: Jennifer Friend","Vita","Includes bibliographic references (pages 101-108)","Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2013"]},{"key":"dc:description.abstract","label":"Abstract","values":["Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. This study found a slightly negative relationship between per-pupil expenditures and attendance rates across 267 Missouri school districts. Per-pupil expenditures did not have predictive significance when compared to graduation rate or MAP scores. Through the findings of this study, district decision makers will have insight into more efficient allocation of scarce educational resources. This study will also provide direction for further research on the impact of education inputs that effect achievement."]},{"key":"dc:title","label":"Title","values":["The impact of spending cuts on Missouri student achievement"]}]}],"canonical_facts":{"dc:contributor.advisor":["Friend, Jennifer Ingrid"],"dc:creator":["Kohl, Andrew Ray"],"dc:date.accessioned":["2013-05-17T16:36:43Z"],"dc:date.available":["2013-05-17T16:36:43Z"],"dc:date.issued":["2013"],"dc:description":["Title from PDF of title page, viewed on May 17, 2013","Dissertation advisor: Jennifer Friend","Vita","Includes bibliographic references (pages 101-108)","Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2013"],"dc:description.abstract":["Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. Since the Coleman Report in 1966, researchers have been analyzing educational resource inputs with respect to district, school, and student level outputs. There has been an increase in federal and state control of local school districts, as demonstrated in the adoption of the Common Core Standards and mandatory national and state assessments. In conjunction with these changes, an economic recession has resulted in reduced funding for education that has required school districts to be more efficient in allocation of resources. Local school officials are pressed to allocate resources such that a maximum output is achieved in student achievement and district achievement. This study found a slightly negative relationship between per-pupil expenditures and attendance rates across 267 Missouri school districts. Per-pupil expenditures did not have predictive significance when compared to graduation rate or MAP scores. Through the findings of this study, district decision makers will have insight into more efficient allocation of scarce educational resources. 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