Is There a Relationship Between Educational Funding and Student Outcomes?
Early production-function research, modeled on classical economic theory, tried to correlate a set of educational “inputs” to a single “output.” Most of these studies were inconclusive. Because of the complexity of the schooling process and factors (like child poverty) outside schools’ control, it has been difficult to isolate statistically significant one-to-one correlations between inputs and student learning. The most common outcomes measured in such studies are standardized test results, graduation rates, dropout rates, college attendance patterns, and labor-market outcomes. Inputs usually include per-pupil expenditures; student-teacher ratios; teacher education, experience, and salary; school facilities; and administrative factors (Lawrence Picus 1995). The most famous production-function study was the U.S. Department of Education’s 1966 “Coleman Report.” This massive survey of 600,000 students in 3,000 schools concluded that socioeconomic background influenced student success mor
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