The relationship between the percentage of revenue allocated for classroom instruction and Illinois school districts' ability to make AYP

This study measured the relationship between the percentage of revenue allocated for classroom instruction and student achievement as defined by the requirements of the 65% Solution for Illinois school districts in fiscal years 2007 and 2008. Percentage of revenue allocated followed the definition outlined by a school funding reform movement promoting 65% allocation of school district revenue for classroom instruction as defined by the National Center for Education Statistics (NCES). Student achievement was measured by a district's ability to make adequate yearly progress (AYP). Furthermore, this study determined what funds would be most likely affected by decisions made by superintendents facing a reallocation of revenues to meet the requirements of the 65% Solution. Survey data collected from 115 superintendents indicated that the majority would not support the 65% Solution, even if research indicated that revenues allocated for classroom instruction had a significant relationship with their district's ability to make AYP because respondents believed the 65% Solution funding reform was either too simplistic in its attempt to address a complex situation, or that current funding constraints would make it impossible to meet the 65% allocation requirement.;The statistical analyses indicated that there was no significant relationship between the percentage of revenue allocated for classroom instruction and a school district's type or their ability to make AYP in Illinois. Therefore, the claims made by First Class Education that their 65% Solution would improve student achievement was not supported by the Illinois data used in this study. It is recommended that any funding reform legislation that would mandate a minimum percentage revenue allocation for any district expenditure be supported by best practices and empirical research prior to consideration.