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 language | English (US) |
|---|---|
| Pages (from-to) | 351-371 |
| Number of pages | 21 |
| Journal | Urban Review |
| Volume | 42 |
| Issue number | 4 |
| DOIs | |
| State | Published - Nov 2010 |
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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 journal › Article
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TY - JOUR
T1 - Relationship Between Educational Resources and School Achievement
T2 - A Mixed Method Intra-District Analysis
AU - Jimenez-Castellanos, Oscar
PY - 2010/11
Y1 - 2010/11
N2 - 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.
AB - 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.
KW - Education equity
KW - Educational resources
KW - Intra-district school finance
KW - School achievement
UR - http://www.scopus.com/inward/record.url?scp=78049469543&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78049469543&partnerID=8YFLogxK
U2 - 10.1007/s11256-010-0166-6
DO - 10.1007/s11256-010-0166-6
M3 - Article
AN - SCOPUS:78049469543
VL - 42
SP - 351
EP - 371
JO - Urban Review
JF - Urban Review
SN - 0042-0972
IS - 4
ER -