School Funding and Student Achievement: an Empirical Analysis

Publisher Website
Google Scholar
Abstract
This article presents the results of an empirical analysis of the relationship between school funding and student achievement across school districts in Cali- fornia. Student achievement is measured by district average scores on ien standardized tests. The model controls for standard socioeconomic factors and entry-level student performance. It is found that changes in expenditure patterns, e.g., equalization of funding per student, would have a statistically sig nificant effect on test scores.