Learning to Count: School Finance Formula Count Methods and Attendance-Related Student Outcomes
Learning to Count: School Finance Formula Count Methods and Attendance-Related Student Outcomes
复制标题
学习计数：学校财务公式计数方法和与出勤相关的学生成绩
DOI：
--
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Mark L. Fermanich
中科院分区：
文献类型：
--
作者：
Todd L. Ely;Mark L. Fermanich
学校系统面临着提高学生成绩的越来越大的压力。一些州最近探索采用学生计数方法来资助学校，通过调整学年中入学或出勤率变化的资金来激励学校出勤和持续入学。然而，没有经验证据支持这些政策变化。这篇探索性文章实证检验了州学生计数方法与来自不同联邦数据源的出勤相关学生成绩的三种衡量标准之间的关系。我们的分析发现，采用高激励学生计数方法的州在统计上和实践中毕业率较高，辍学率和重复缺勤率较低。考虑放弃现有学生计数方法政策的州应谨慎行事，并考虑潜在的公平和行政影响。
School systems are under increasing pressure to improve student performance. Several states have recently explored adopting student count methods for school funding purposes that incentivize school attendance and continuous enrollment by adjusting funding for changes in enrollment or attendance over the course of the school year. However, no empirical evidence existed to support these policy changes. This exploratory article empirically tests the relationship between state student count methods and three measures of attendance-related student outcomes from different federal data sources. Our analysis finds that states with high incentive student count methods have statistically and practically higher graduation rates and lower dropout and repeated absences rates. States considering a transition away from existing student count method policies should proceed with caution and consider potential equity and administrative implications.