| Due to the increase in accountability measures, educational policy has been focused on concerns over school funding and educational demographics (Piro & Mullen, 2013). Federal legislation such as the passage of No Child Left Behind and Race to the Top has increased pressure for educators and students alike (Elish-Piper, 2013). The implementation of high-stakes testing, published school data systems, and school choice has led to greater accountability for schools and educators. In Missouri, schools are faced with decreased funding and higher accountability.;This study addressed the nature of the relationship between Communication Arts results in Missouri schools and school resources and school demographics to investigate the highest leverage for spending in Missouri schools. The purpose of this study was intended to determine whether a relationship existed between Communication Arts scores in grades three through eight on the Missouri Assessment Program (MAP) from 2012 to 2014 and financial expenditures and school demographics. The nature of the relationship of money appropriations were examined by considering two factors which included monies spent on instruction from base pay salaries and resources allocated for professional development. The nature of the relationship between Communication Arts scores in grades three through eight on the Missouri Assessment Program (MAP) from 2012 to 2014 and district demographics were examined by considering the following five factors which included per pupil expenditure, expenditures in local effort, hold harmless status, assessed valuation, and school district size. The study attempted to provide research to educators advocating for more resources for school districts and to help identify high leverage strategies in expenditures. |
