Anticipated Date of Graduation

Winter 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

The purpose of this study was to determine if wealth and financial investment in public education within communities plays a significant role in the academic performance of students in West Virginia secondary schools. West Virginia is an interesting example of academic success relative to the wealth of the state. The state of West Virginia has the third highest poverty rate (17.9%) and the second lowest Gross Domestic Product per capita of all fifty states and the District of Columbia (World Population Review, 2022). West Virginia ranks dead last in average SAT scores (College Board, 2022). This study seeks to determine if this relationship between wealth and achievement on the SAT holds true within the 55 specific school districts in West Virginia. It also examines the relationship between overall amounts of education funding (financial investment) and achievement on the SAT. Data was initially analyzed at the national level, and then drilled down into the fifty-five unique school districts (i.e. counties) in West Virginia. Multivariate Linear Regression models were created, with Math and ERW (English Reading and Writing) SAT Benchmark rates as the dependent variables. Models were also separated between measurements of wealth (Poverty Rate, Unemployment Rate, Average income, and GDP per captia) and measurements of financial investment (Teacher Salary / Average Income, Expenditures per Student, percent of GDP allocated to public education, and Student-Teacher Ratio) as the independent variables. The review of national data, correlation analyses, and MLR models all showed statistically significant relationships between Math and ERW (English Reading and Writing) SAT benchmark rates and measurements of wealth. The variables that had the highest significance were average income and GDP per capita The correlation analyses on WV school districts and state-level data as well as MLR models of WV school districts consistently show no statistically significant relationship between SAT iv benchmark rates and measurements of financial investment used in this study. This study indicates that teacher salaries, percent of a school district’s revenue spent on education, student-teacher ratios, and budgeted amount per student do not have a statistically significant relationship with SAT scores. To summarize, the research in this study demonstrates that socio-economic status, more specifically wealth of a school district, is a statistically significant predictor of success on the SAT. Furthermore, investing more in education through higher teacher salaries, lower student to teacher ratios, or higher overall expenditures on education is not shown in this study as a statistically significant predictor of success on the SAT.

Download

Share

COinS