Schooling and Learning

Numerous studies have investigated the relationship between educational resources and learning. Many researchers have used the production function form of input-output analysis in an attempt to determine the relationship between certain output indicators (e.g., reading achievement) and certain input...

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Bibliographic Details
Published inThe Georgia Principal Vol. 12; no. 2; pp. 18 - 29
Main Author Brown, Calvin L
Format Journal Article
LanguageEnglish
Published 1976
Subjects
Academic Achievement
Educational Research
Educational Resources
Elementary Secondary Education
Input Output Analysis
Literature Reviews
School District Spending
Socioeconomic Background
Teacher Characteristics
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Summary:Numerous studies have investigated the relationship between educational resources and learning. Many researchers have used the production function form of input-output analysis in an attempt to determine the relationship between certain output indicators (e.g., reading achievement) and certain inputs (e.g., pupil-teacher ratio). Measures of input are often separated into socioeconomic characteristics and school characteristics. Evidence tends to support the contention that the accomplishments of schools are limited by the socioeconomic background of their students. However, the interest of educators centers primarily on school resource variables, since only they can be affected by educational practice and policy. Generally, teacher characteristics appear to be the most important school-related determinants of school output. For example, Brown's study of 183 Georgia school districts indicated that highly productive districts tended to spend more for instruction; since teacher salaries account for most of this budget category, these findings lend credence to the hypothesis that acheivement is probably a function of teacher quality. (Author/JG)