FACTORS THAT IMPACT END-OF-COURSE ASSESSMENTS IN INDIANA PUBLIC, NON-CHARTER HIGH SCHOOLS

Abstract

The purpose of this study was to determine whether a relationship exists between Indiana Endof- Course Assessments (ECA) in English 10 and Algebra I and the following indicators at the high school level: (a) socioeconomic status, (b) instructional expenditures per student, (c) attendance rate, (d) school size, (e) percentage of ELLs, (f) mobility rate, (g) minority rate, and (h) percentage of special education students. This study examined which indicators had the greatest effect on English 10 ECA scores and Algebra I ECA scores in Indiana. To expand the purpose of this study to a specific variable, the study also examined if there was a relationship between SES of a building and the instructional expenditures. The study used quantitative research data collected from all public, non-charter high schools in Indiana from 2008 through 2013. In this study, a significant relationship was found between SES and instructional expenditures per student. The impact of an increase on the percentage of a school’s SES significantly impacts a school’s instructional expenditures per student. Findings in this study concluded that five out of the eight factors analyzed had a significant impact on the passing rate percentage of English 10 ECA. Specifically, the significant factors for the passing rate percentage of English 10 ECA were SES, attendance rate, enrollment, minority rate, and percentage of special education. Factors that did not have a significant impact on the passing rate percentage of English 10 ECA were instructional expenditures per student, percentage of English limited learners (ELL) and mobility rate. Findings in this study concluded that two out of the eight factors analyzed had a significant impact on the passing rate percentage of Algebra I ECA. Specifically, the significant factors were SES and attendance rate. Factors that did not have a significant impact on the passing rate percentage of Algebra I were instructional expenditures per student, enrollment, percentage of ELL, mobility rate, minority rate, and percentage of special education. The finding that instructional expenditures per student did not have a significant impact on Algebra I ECA could be significant as educational leaders attempt to allocate funds in schools. It is also significant to evaluate the three factors that did not impact Algebra I ECA but did impact English 10 ECA.