Abstract
This study examines the relationship between educational resources (fiscal, personnel and facilities) and school achievement within a large urban/suburban elementary school district. A sequential mixed methods approach reveals inequitable resource allocation trends and patterns between schools within a school district by producing different student outcomes. The educational resources positively correlated to higher school achievement are: higher teacher salaries, newer schools, more multi-purpose space per pupil and less portable classrooms. Without question, White students receive more of these resources than Latino students, low-income students and English Language learners. This study also conducts a multiple comparative case study analysis comparing between Title I and non-Title I schools, within Title I schools and within non-Title I schools. The study contains policy and practice implications to improve opportunity and school achievement in urban/suburban school districts.
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Jimenez-Castellanos, O. Relationship Between Educational Resources and School Achievement: A Mixed Method Intra-District Analysis. Urban Rev 42, 351–371 (2010). https://doi.org/10.1007/s11256-010-0166-6
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DOI: https://doi.org/10.1007/s11256-010-0166-6