School Funding and Student Achievement: an Empirical Analysis

Frederick D. Sebold and William Dato
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Frederick D. Sebold: San Diego State University
William Dato: San Diego State University

Public Finance Review, 1981, vol. 9, issue 1, 91-105

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.

Date: 1981
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Persistent link: https://EconPapers.repec.org/RePEc:sae:pubfin:v:9:y:1981:i:1:p:91-105

DOI: 10.1177/109114218100900108

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