Local funding percentages as a predictor of seventh grade student success on the Missouri assessment program in mathematics

Abstract

School finance formulas vary from state to state, impacting school district educational outcomes. Rural school districts are especially affected due to inherent challenges in producing high student achievement scores. This study examined whether variables including socioeconomic status and per-pupil local tax level impacted student achievement percentages on the Missouri Assessment Program (MAP) Mathematics assessment given Spring 2019. For this quantitative research, one-way ANOVA and multiple regression analyses were utilized. While ANOVA results indicated that student free and reduced lunch percentages and per pupil allotment from local taxes both have statistically significant effects on student achievement, multiple regression analyses indicated only free and reduced lunch was a significant predictor in the model. Recommendations for further research include examining reasons Missouri free and reduced lunch percentages continue to rise and conducting a similar study with differing grade levels and subject levels to determine whether results remain consistent.