Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty

Oct 15, 2026

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The study examines how grouping by instructional expenditure ratio affects Texas Assessment of Knowledge & Skills (TAKS) passing rates in Reading, Mathematics, Science, Social Studies, and Writing for students in poverty. Data from the Texas Education Agency cover all Texas high school students across 2006–2007 to 2010–2011. Results show statistically significant differences with small-to-moderate effect sizes by expenditure-ratio grouping. Districts spending at least 60% on instruction report higher TAKS passing rates across all five areas. Policy and future research implications are discussed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Accountability and assessment in Texas

Students in poverty and literacy challenges

Instructional spending and academic outcomes

Texas 65% instructional expenditure policy context

Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty By Susan Hoisington 􀀍 John R. Slate† Cynthia Martinez-Garcia‡ Wally Barnes 􀀎 In this investigation, the effect of instructional expenditure ratio grouping on the Texas Assessment of Knowledge & Skills Reading, Mathematics, Science, Social Studies, and Writing test passing rates for students in poverty was examined. Data were obtained from the Texas Education Agency on all Texas high school students for the 2006-2007 through the 2010-2011 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in passing rates as a function of instructional expenditure ratio grouping for students in poverty. School districts that had an instructional expenditure of at least 60% had higher TAKS passing rates in all five academic areas for students in poverty than school districts that spent less than 60% on instruction. Suggestions for future research and implications for policy and practice were made. Keywords: academic achievement, economically disadvantaged, instructional expenditure ratio, poverty, student achievement Introduction Each year, school districts are held accountable for the academic achievement for all students (No Child Left Behind Act, 2002). Federal accountability, enacted in 2002 with the No Child Left Behind Act, required school districts to evaluate student achievement in mathematics, and reading. Student performance data are categorized and reported by ethnicity, gender, and economic status. Minimum standards of achievement must be met in each subgroup for school districts to receive federal monies. Performance measures for student academic achievement are also required by the state of Texas. The Texas Education Agency (2011) evaluated student performance using the Texas Assessment of Knowledge and Skills (TAKS) Reading, Mathematics, Science, Social Studies, and Writing exams. Student performance data were then used to rate school districts each year. As difficult as it may be to improve student academic performance (Roper, 􀀍Assistant Principal, New Caney High School in Texas, USA. †Full Professor, Department of Educational Leadership, Sam Houston State University, USA.‡Associate Professor, Department of Educational Leadership, Sam Houston State University, USA. 􀀎Director of the Student Success Center, Sam Houston State University, USA. [https://doi.org/10.30958/aje.5-2-1](https://doi.org/10.30958/aje.5-2-1) doi=10.30958/aje.5-2-1 1996; Turner, 1999), it is especially challenging to do so for children from poor and low-income families (Lee & Slate, 2014; Reardon, 2013) . Students from low-income families are less likely to earn a high school diploma and enroll in college (Ou & Reynolds, 2012; Zwick & Himelfarb, 2011) . Low-income students are often the first persons in their family to attend college and, as such, lack the experience and direction from parents, guardians, or other family members in navigating higher education (Babcock, 2014) . In the 21st century American economy, citizens should have advanced literacy skills. Schools in America are striving to empower students, especially students from poor families, to attain advanced literacy skills (Haskins, Murnane, Sawhill, & Snow, 2012) . Academic achievement has been documented to be related to monies allocated to instruction by school districts (Arrington, 2010; Cullen, 2012; Cullen, Jones, & Slate, 2011; Cullen, Polnick, Robles-Pina, & Slate, 2015; Cullen, Slate, Polnick, & Robles-Pina, 2015a, 2015b; Diaz, 2008; Helvey, 2006; Jaggia & Vachharajani, 2004; Lesley, 2010) . In 2005, Patrick Byrne, President and CEO of [Overstock.com](Overstock.com), founded the First Class Education organization. Byrne’s (2005) enterprise was derived from the principle that 65% of every education dollar should be spent on classroom instruction and he launched a national campaign to requ

FAQs

What is the main purpose of the investigation?

To examine how instructional expenditure ratio grouping influences TAKS passing rates in five academic areas for students in poverty.

What data source and time span are used?

The analysis uses data obtained from the Texas Education Agency for Texas high school students from the 2006–2007 through 2010–2011 school years.

How do districts spending at least 60% on instruction compare with those spending less?

Districts with instructional expenditure of at least 60% show higher TAKS passing rates in all five academic areas for students in poverty than districts spending less than 60%.

Oct 15, 2026

Upload by Mimi