Promoting Equity: Differences in Financial Resources Allocation Between Urban Early College High Schools and Traditional Public High Schools

Document Type

Conference Paper

Publication Date

4-23-2021

Department

Educational Leadership

Abstract

This exploratory study was designed to analyze the distribution of financial resources to predict student achievement in early college high schools and traditional public high schools. The premise was to discover if there were differences in the predictor variables for allocation. If so, then the allocation could be changed in traditional public high schools to address the needs of those students unable to attend early college high schools thus creating more equity for those underserved students.

This study included 12 of Ohio’s first early college high schools and the 36 traditional public high schools in the public districts where the early college high schools are located. Multiple regression was used to analyze the relationship between the predictor variables (percent spent on instruction, administration, operations, student support, and staff support) and the criterion variable of the student performance index score.

The early college high schools outperformed their traditional public high school peers with a mean performance index score of 76.4 compared to a traditional public high school mean performance index score of 51.6, which suggests an inequity in the system that leads to student performance differences between these two types of high schools. The percent spent on instruction was the highest in both types of schools with the early college high schools spending a mean of 57.0% and traditional high schools spending a mean of 52.5% yet only entered the regression model for the traditional public high schools. The financial resources allocation regression model explained 29.9% of the variance in early college high schools and 27.8% of the variance for traditional public high schools.

Keywords

resource allocation, high school, early college high school

Disciplines

Education | Education Economics

Comments

Presentation: 3 p.m. Friday, April 23, 2021

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