Narrowing in on EducationalResources That Do Affect Student Achievement

Abstract

In an era dominated by issues of school finance adequacy, it seems particularly important to provide evidence that, despite a number of claims to the contrary, educational resources are indeed positively related to improved student achievement. One of the hypotheses of this article is that expenditures per pupil must be disaggregated into more meaningful categories to discern the relationship between resources and student achievement. To explore this question, this article uses data from the Washoe County School District in Reno, Nevada, which reports its school expenditures using a program called InSite. This program disaggregates expenditures into 4 categories: instruction, instructional support, leadership, and operations and maintenance. This school-level variable is the primary explanatory variable in this covariate adjustment model using a 3-level hierarchical linear modeling analysis of students (approximately 7,000) nested in classrooms (approximately 420) nested in schools (approximately 55). This model also includes a number of contextual and school compositional factors that research tells us affect student achievement, including student demographic characteristics and pretest score; teacher experience, education, and a measure of his or her instructional practice; and school size, school-level poverty, and expenditures broken out into 4 categories: instruction, instructional support, leadership, and operations and maintenance. The results show that expenditures for instruction and instructional support were positively related and statistically significant for the reading achievement of 3rd, 4th, 5th, and 6th graders in the 2002-03 school year.