Poster #2 - Mapping Districts: Democratizing Evidence

• In Event: 67.071 - MTCC Poster Session 16
  In Poster Session: 67.071-1 - Districts in Reform

Abstract

This study examines the relationship between district-level school composition variables, literacy achievement, and the geographic variation of these relationships across the state of Missouri. The purpose of this research is to discern whether district-level factors have an effect on literacy achievement and whether the relationships between district composition factors and literacy achievement vary across space, in this case the state of Missouri. The presentation of those findings through mapping provides additional accessibility to the evidence that literacy achievement is dependent upon context.

Author

• Elizabeth Thorne Wallington, Missouri Western State University