School finance reform in Kentucky: Impact on student outcomes

This study investigated at the school level the impact of the Kentucky school finance funding formula (SEEK) and other related variables on outcomes of student learning as measured by the mandated state assessment system (CATS) for each of the state's 1177 elementary, middle and high schools for the years 2000/01 and 2001/02. Independent variables were related to the equity and adequacy outcomes that were desired as a result of the state's reform efforts and included (a) components of the SEEK formula; (b) factors identified in the Council for Better Education (CBE) litigation and (c) other indicators described in the research literature as impacting achievement. Independent variables from SEEK included the school percentage of at-risk students, per pupil property assessment and expenditure per pupil as well as the school district's percentage of special education students and equivalent tax rate. Factors identified in the CBE litigation and Court response included the schools average teacher salary and average class size. Additional factors identified from the literature included the school enrollment (size), average years of experience of teachers assigned to the school, average educational level of teachers and their average certification level. The dependent variable was student achievement as measured by the state mandated assessment (CATS) index score.;The study design was correlational using a multiple regression strategy wherein a combination of standard, hierarchical and statistical regression methods was used. Major findings were summarized by school (elementary, middle, high) level. At the elementary level, Beta coefficients indicated that percentage of at-risk students was the strongest predictor of CATS scores followed by per pupil assessment with average class size, teacher certification level and percentage of exceptional children respectively as predictors in the order specified. At the middle level, the percentage of at-risk students, per pupil assessment and teacher educational level were the strongest predictors. At the high school level, the percentage of at-risk students, expenditure per pupil and equivalent tax rates were the strongest predictors of CATS scores. Average teacher salary, school enrollment and years of teaching experience were not significant predictors of CATS scores at any level for either year of the study.