The Influence of School Funding on Student Achievement Level in Secondary Mathematics Education

Abstract

Results from three standardized tests (National Assessment for Education Progress, Trends in International Mathematics and Science Study, and Program for International Student Assessment) were compared to economic educational indicators to determine any correlation between student's achievement level in mathematics in secondary education and the level of funding for education. Results suggest that the relationship between funding and student achievement level is best described by a logarithm curve instead of the traditional linear correlation. Also, this relationship is stronger at the international level than within the U.S. A deeper analysis of the logarithmic correlation showed that within the U.S., students attending schools that spend less than $8,444 will show bigger improvements in mathematics achievement if the funding is increased when compared to students attending wealthier schools. In contrast at the international level, the turning point was calculated around $3,200. Following the results drawn by the statistical analysis, the author recommends channeling more resources to schools that are currently spending less than $8,444 per student per year; and, to look for alternative educational strategies that would provide better achievement-funding ratios, reshaping the curvature of the correlation fit.