Computed using the gross operating cost of a school district (except summer school, adult education, bond principal retried and capital expenditures) divided by the Average Daily Attendance for the regular school term. This value is used to assess the allocation of resources a school district provides for each individual student.
Published in Chapter:
Exploring the Relationship Between Minority Status, Class Size, Per Pupil Expenditure, and Student Achievement: A Multilevel Approach
John Rugutt (Illinois State University, USA)
Copyright: © 2023
|Pages: 17
DOI: 10.4018/978-1-6684-5705-4.ch018
Abstract
This study used hierarchical linear modeling (HLM) approach to investigate relationships between student achievement, minority status, per pupil operating expenditure (OPEX), and class size with a sample of 83,738 high school students from a midwestern state. The HLM results indicate significant differences among schools (χ2 = 22,556.99, df = 595), p<0.001, with an intra-class correlation of 0.16 indicating that 16% of variance in achievement was among schools. With minority status as Level 1 and OPEX and class size as Level 2 predictors, the variance accounted for in mean school achievement was 48.5% indicating that these variables accounted for 48.5% of variance in achievement. The reliability of the sample mean in any school was 0.923. All the model predictors varied among schools and cross-level interactions showed main effects of class size and OPEX were significant while the slope intercepts for OPEX were significant while that of class size was not.