| This study focused on funding levels and student achievement in multiple K-12 school districts in the state of Minnesota. Student achievement levels were analyzed through standardized test scores. The dependent variables used in the correlation coefficient consisted of student achievement data from the 2006, 2007, and 2008 Minnesota Comprehensive Assessment II (MCAII). The per pupil funding level for each of the 47 school districts was analyzed for the 2005-2006, 2006-2007, and 2007-2008 school years. The per pupil funding level is compromised of federal, state, and local funds that are received by a school district. The purpose of the study was to determine if a relationship exited between standardized test scores and per pupil revenue at the district level. The study focused on 47 different school districts in Minnesota. The school districts were comprised of diverse demographics, size, and financial allocations. The school districts selected comprised the seven county metropolitan areas of Minneapolis and St. Paul, MN. The use of correlation was the most effective method for measuring the effect of school finance on student achievement. Pearson's Correlation, also known as product-moment correlation coefficient determined the relationship between the variables. An additional factor analyzed in relation to student achievement was socioeconomic status of the students. The results of this study pointed to statistically significant correlation coefficients with respect to the variables. |
