The relationship of the core academic teacher statistic to the North Carolina reading end of grade exam: a correlational analysis Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 22, 2019
Creator
  • Bartholomew, Justin
    • Affiliation: School of Education
Abstract
  • The Odden et al model of school expenditure suggests that one of its instructional components of expenditure, core academic teacher (CAT), positively impacts student achievement on standardized assessments. Hanushek has argued that this model is self-serving and requires additional spending revenue for schools, which already has proven an ineffective strategy. This study developed a CAT statistic and used the per pupil expenditure (PPE) for every public school district in North Carolina (N = 115) and correlated it to third grade student achievement on North Carolina's Reading End of Grade exam (NCREOG) to determine if any such significant relationships exist. The major research hypothesis for this study was that public school districts with a higher core academic teacher statistic would show greater student achievement on the NCREOG standardized assessment for third grade students than public schools districts with a lower core academic teacher statistic. The results of this study revealed a positive, significant correlation between CAT and third grade student achievement on the NCREOG (r = .304, significant at the 0.01 level). A significant, negative correlation was revealed between PPE and student achievement on the NCREOG (r = -.215, significant at the 0.05 level), which was magnified when the influence of CAT found in PPE was removed (r = -.382, significant at the 0.01 level). The impact of PPE, CAT, and PPE without the CAT influence on student achievement on the third grade NCREOG is examined and discussed along with implications of these results for leaders in regards to the allocation of school funds.
Date of publication
DOI
Resource type
Rights statement
  • In Copyright
Advisor
  • English, Fenwick
Degree granting institution
  • University of North Carolina at Chapel Hill
Language
Access
  • Open access
Parents:

This work has no parents.

Items