2000
DOI: 10.1177/056943450004400110 View full text |Buy / Rent full text
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Abstract: For the past three decades it has been evident that the quality of public schools in the United States has been on the decline. Whether measured empirically against the systems of other countries or judged anecdotally by employers who believe today's high school graduates do not have the skills requisite for even entry-level work, it becomes clear there is something wrong with the current public school system.

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“…ADM is employed as a proxy for district size. While economies of scale were hypothesized with regard to ADM in a previous study of Pennsylvania school districts (Klick, 2000), other researchers have actually found a negative relationship between student outcomes and district size, suggesting that smaller districts may be more efficient mechanisms of educational production (Fowler & Walberg, 1991;Robertson, 2007). The logged transformation of ADM is used in this analysis to account for the potential of diminishing economies of scale.…”
Section: Independent Variablesmentioning
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“…ADM is employed as a proxy for district size. While economies of scale were hypothesized with regard to ADM in a previous study of Pennsylvania school districts (Klick, 2000), other researchers have actually found a negative relationship between student outcomes and district size, suggesting that smaller districts may be more efficient mechanisms of educational production (Fowler & Walberg, 1991;Robertson, 2007). The logged transformation of ADM is used in this analysis to account for the potential of diminishing economies of scale.…”
Section: Independent Variablesmentioning
“…First, since the initial findings of the Coleman Report (1966), production function models have continued to identify a negative relationship between socioeconomic factors (such as poverty) and student achievement (Hanushek, 1997(Hanushek, , 2003. In a previous study of Pennsylvania's school districts, Klick (2000) found poverty to be the most consistent predictor of student outcomes. Furthermore, it has also been shown that the costs associated with educating students from disadvantaged backgrounds, as well as students with special needs and limited English proficiency are significantly higher (Levin, 1989;Yinger 2001), which may influence the amount of money spent across districts as well as the measured student outcomes.…”
Section: Independent Variablesmentioning