The Impact of Per-Student Spending on Achievement for Students with Disabilities

Autor/in	Cardwell, Michala Sumnick
Titel	The Impact of Per-Student Spending on Achievement for Students with Disabilities
Quelle	(2023), (114 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Regent University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2469-5
Schlagwörter	Hochschulschrift; Dissertation; Expenditure per Student; Academic Achievement; Students with Disabilities; Mathematics Achievement; Reading Achievement; Elementary Secondary Education; School Districts; Correlation; Special Education; Outcomes of Education; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School district; Schulbezirk; Korrelation; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg
Abstract	This research study analyzed the per-pupil spending and outcomes in math and reading for students with disabilities across the 15 school districts in Virginia Department of Education's Region 2. The quantitative study utilized the per-pupil spending by district for each year to determine if there was a statistically significant relationship to the pass rate for reading and math across 4 years. Pearson correlation was used to determine the strength of the relationships. Two research questions provided the framework for this study: Is there a statistically significant relationship between per-pupil spending and outcomes for students with disabilities in mathematics during 2015-2016, 2016-2017, 2017-2018, and 2018-2019? Is there a statistically significant relationship between per-pupil spending and outcomes for students with disabilities in reading during 2015-2016, 2016-2017, 2017-2018, and 2018-2019? Across all 4 school years, no statistically significant relationship was found between per-pupil spending and math outcomes for students with disabilities. Across school years 2015-2016, 2016-2017, and 2018-2019, no statistically significant relationship was found between per-pupil spending and math outcomes for students with disabilities. In 2017-2018, a statistically significant negative relationship was identified between per-pupil spending and reading outcomes for students with disabilities. The researcher failed to reject both of the null hypotheses due to these findings. The following negative relationships were found between spending and math outcomes for students with disabilities: 2015-2016 moderate to strong, 2016-2017 moderate to strong, 2017-2018 strong, 2018-2019 moderate. The following negative relationships were found between spending and reading outcomes for students with disabilities: 2015-2016 moderate to strong, 2016-2017 strong, 2017-2018 strong, 2018- 2019 small to moderate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01