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School Funding and Student Achievement: an Empirical Analysis

Author

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  • Frederick D. Sebold

    (San Diego State University)

  • William Dato

    (San Diego State University)

Abstract

This article presents the results of an empirical analysis of the relationship between school funding and student achievement across school districts in Cali- fornia. Student achievement is measured by district average scores on ien standardized tests. The model controls for standard socioeconomic factors and entry-level student performance. It is found that changes in expenditure patterns, e.g., equalization of funding per student, would have a statistically sig nificant effect on test scores.

Suggested Citation

  • Frederick D. Sebold & William Dato, 1981. "School Funding and Student Achievement: an Empirical Analysis," Public Finance Review, , vol. 9(1), pages 91-105, January.
    • Handle: RePEc:sae:pubfin:v:9:y:1981:i:1:p:91-105
    DOI: 10.1177/109114218100900108
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    References listed on IDEAS

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    Cited by:

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    3. Andrews, Matthew & Duncombe, William & Yinger, John, 2002. "Revisiting economies of size in American education: are we any closer to a consensus?," Economics of Education Review, Elsevier, vol. 21(3), pages 245-262, June.

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