Relationship Between Educational Resources and School Achievement: A Mixed Method Intra-District Analysis

Oscar Jimenez-Castellanos

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

This study examines the relationship between educational resources (fiscal, personnel and facilities) and school achievement within a large urban/suburban elementary school district. A sequential mixed methods approach reveals inequitable resource allocation trends and patterns between schools within a school district by producing different student outcomes. The educational resources positively correlated to higher school achievement are: higher teacher salaries, newer schools, more multi-purpose space per pupil and less portable classrooms. Without question, White students receive more of these resources than Latino students, low-income students and English Language learners. This study also conducts a multiple comparative case study analysis comparing between Title I and non-Title I schools, within Title I schools and within non-Title I schools. The study contains policy and practice implications to improve opportunity and school achievement in urban/suburban school districts.

Original languageEnglish (US)
Pages (from-to)351-371
Number of pages21
JournalUrban Review
Volume42
Issue number4
DOIs
StatePublished - Nov 2010

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district
resource
resources
school
student
analysis
method
policy studies
salary
resource allocation
elementary school
English language
pupil
personnel
low income
comparative study
income
classroom
trend
teacher

Keywords

  • Education equity
  • Educational resources
  • Intra-district school finance
  • School achievement

ASJC Scopus subject areas

  • Urban Studies

Cite this

Relationship Between Educational Resources and School Achievement : A Mixed Method Intra-District Analysis. / Jimenez-Castellanos, Oscar.

In: Urban Review, Vol. 42, No. 4, 11.2010, p. 351-371.

Research output: Contribution to journalArticle

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