Abstract
The impact of school district resources and policy changes on basic skills performance was examined in this study. An educational production function model was specified on the basis of prior research and estimated using two years of data from a state minimum competency test program and district characteristics. Survey data were also collected from district administrators and used to test whether specific policy changes in the districts’ curricula, testing programs, or teacher training, made as a result of the state- mandated test, had any influence on the percentage of students passing the test. Of the policy changes, only the pretesting of students had a significantly positive effect on performance over the period considered.
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