A Call to Action for Researchers and Organizational Stakeholders: Malleable District Factors Impacting Mathematics Achievement

• In Event: Division H Graduate Student Structured Poster Session

Abstract

This study’s purpose was to examine district-level factors within charter and public schools in Texas (N=1207) that may influence students’ mathematics achievement. The three factors of interest were funding variables, teacher variables, and community variables, and the outcome measure was the State of Texas Assessment of Academic Readiness (STAAR). This secondary data analysis consisted of district-level predictor variable changes using analysis of variance (ANOVA) and effect size estimates. The data were obtained directly from Texas Education Agency. The results showed that taxable value per pupil, expenditure on special education, expenditure on regular education, expenditure on general instruction, percentage of teachers with less than 5 years of experience, and teacher turnover rate were important to the model.

Authors

• Aamir Fidai, Texas A&M University - College Station

• Robert M. Capraro, Texas A&M University - College Station

• Mary Margaret Capraro, Texas A&M University - College Station