This paper examines the effect of various input measures upon student outcomes within Kentucky public high schools from 2001 to 2004, using a pooled, cross sectional time series research design with panel-coIlected standard errors (PCSE). The results indicate mixed support for the proposition that school resources are related to desired school outcomes. Overall school spending seems to have no systematic impact Schools that seem to perform well have few indigent students, many teachers with master's degrees, and fairly high numbers of volunteers. The authors offer some conjectures about the significance and meaning of these findings, especially in light of different findings in other extant research. It is likely that many of the differences in results are attributable to the choice of school-level measures rather than individual student-level indicators.
Battle, Martin and Clinger, James C.
"School Resources and Student Outcomes in Kentucky Public High Schools,"
Commonwealth Review of Political Science: Vol. 2:
1, Article 1.
Available at: https://digitalcommons.murraystate.edu/crps/vol2/iss1/1