Abstract
Abstract This study examined the direct effects on, and contribution of, several input and process factors on public school achievement in Louisiana. Socioeconomic status and minority status were the strongest predictors of school achievement in every model. The discrepancy between the achievement of White students and Black students increased with grade level of school. School size did not have any meaningful effect on school achievement, nor was the effect of class size significant for every subpopulation. However, student attendance had a more substantial (p < .001) effect in every model on school achievement. Input factors accounted for as much as 68% of the variance of achievement, whereas process factors contributed no more than an additional 6 1/2% To of explained variance.
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