A quantitative study of the percentage of variance in student Terra Nova Assessment scores accounted for by the variance in school size and per pupil expenditure in Catholic elementary school

The purpose of this quantitative study was to determine the effect, if any, that school size and per pupil expenditure have on student achievement in Catholic elementary schools within a particular diocese. As decisions are made regarding the future viability and sustainability of Catholic schools, it is prudent to examine the relationship between the size of student populations and the per pupil expenditure in Catholic schools and student achievement in these schools. The research question for this study was, "What is the percentage of variance in student Terra Nova Assessment scores accounted for by the variance in school size and per pupil expenditure?" This study examined the five year period from 2008-2012. Terra Nova Assessment score data from 36 elementary schools in the diocese under study was used as the measure of student achievement in this study. The student score data examined was from students in grades 2 through 7. This study utilized correlation analysis to test the strength of the linear relationship between the independent variables and the dependent variable, and when a significant correlation was discovered for a particular case, regression analysis was then employed to further examine the relationship. The findings of this study support the assertion that the percentage of variance in student Terra Nova Assessment scores that is accounted for by school size and per pupil expenditure in the diocese under study is not at a level that makes the effect practical for decision making regarding the future of Catholic education in the diocese under study. School size and per pupil expenditure may be major factors when making decisions about the viability of Catholic schools in the diocese under study for other reasons aside from the level of student achievement, and the findings of this study suggest that such decisions that use school size and per pupil expenditure as factors can be made without major concern for the effect on student achievement.