Payne, Kevin, & Biddle, Bruce
Poor School Funding, Child Poverty and Mathematics Achievement
University of Missouri
New and better design for research on the net achievement effects of poor school funding and child poverty in America.
Journal Name or Institutional Affiliation:
Vol. 28, No.6, pp.4-13
- Level of curriculum is a major concomitant of achievement.
- Net effects of child poverty are substantial and largely independent of those of race.
- Level of school funding and child poverty have substantial and statistically significant net effects on average student achievement among the school districts of America. These effects stand up even when juxtaposed with those of two crucial, district-level control variables, level of curricular instruction and race.
- No race effect but probably due to size of sample.
Journal Article Empirical Research
Academic Achievement, Curriculum, Funding, Math, Poverty, SES Composition
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- Study has two different parts. The first parts deals with international comparisons, and the second is an analysis of math achievement in US school districts controlling for poverty, race and funding.
- School District Data Book (SDDB) available from the National Center for Education Statistics (1995) which provides details about funding, poverty rates, and other information for school districts in the country.
- Second International Mathematics Study (SIMS) provides data of a national sample that could be associated with identifiable school districts and provide comparable achievement data for other industrialized countries.
- 23 different countries (including the United States) during the early 1980s.
- Research was confined to eight grade students.
- DV: Mathematics Achievement
- IV: School funding, child poverty in the district, percent non-White, level of curriculum in the classroom (remedial to advanced).