Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

The focus of this study was the internal and external school district factors that influence standardized test scores within the state of Ohio. This study also looked at differences in school characteristics between income classes as well as the current Black-White achievement gap in Ohio. The topics and analyses in this study were based off James Coleman’s 1966 report titled Equality of Educational Opportunity. Data was collected from public online databases, and all Ohio school districts with sufficient data were used. Findings regarding factors that influence test scores suggest that external school district factors play a larger role in test scores than internal school district factors. However, teacher qualifications significantly impact test scores as well. Per-pupil expenditures have a significant negative relationship with test scores, even while controlling for all other variables. Findings regarding school characteristics across income classes revealed that teacher qualifications significantly increase with each jump in income class, but the middle class significantly lags behind the lower and upper income classes in expenditures. A significant mean test-score difference was found between predominantly black and predominantly white school districts, and the percentage of married parents in the school was the only variable found to moderate the relationship between the black student population and test scores. Limitations to this study were acknowledged, such as the exclusion of intrinsic variables (e.g. work ethic and IQ) and the use of standardized test scores as the only measure of student achievement. However, this study went above and beyond the typical analysis on educational factors by looking at both internal and external school district predictors, by examining educational inputs as well as outputs, and by finding possible moderators to lessen the Black-White achievement gap. The iv practical applications to these findings are far-reaching; parents, educators, school boards, and politicians alike can use the results to create a superior educational environment for future generations.

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