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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/differences-in-academic-achievement-as-a-function-of-instructional-expenditure-ratio-for-students-in-poverty/592633/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/differences-in-academic-achievement-as-a-function-of-instructional-expenditure-ratio-for-students-in-poverty/592633.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the investigation?","Question",{"text":112,"@type":113},"To examine how instructional expenditure ratio grouping influences TAKS passing rates in five academic areas for students in poverty.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data source and time span are used?",{"text":117,"@type":113},"The analysis uses data obtained from the Texas Education Agency for Texas high school students from the 2006–2007 through 2010–2011 school years.",{"name":119,"@type":110,"acceptedAnswer":120},"How do districts spending at least 60% on instruction compare with those spending less?",{"text":121,"@type":113},"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%.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592633,1792166881,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for  \nStudents in Poverty  \nBy Susan Hoisington 􀀍 John R. Slate† Cynthia Martinez-Garcia‡  \nWally Barnes 􀀎  \nIn 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.  \nKeywords: academic achievement, economically disadvantaged, instructional expenditure ratio, poverty, student achievement  \nIntroduction  \nEach 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.  \nAs difficult as it may be to improve student academic performance (Roper,  \n􀀍Assistant Principal, New Caney High School in Texas, USA.  \n†Full Professor, Department of Educational Leadership, Sam Houston State University, USA.‡Associate Professor, Department of Educational Leadership, Sam Houston State University, USA.  \n􀀎Director of the Student Success Center, Sam Houston State University, USA.  \n[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  \n1996; 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) .  \nAcademic 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","cbCaiuqRN5xKCDuH","https://ap.wps.com/l/cbCaiuqRN5xKCDuH","pdf",503345,"English","# Introduction\n## Accountability and assessment in Texas\n## Students in poverty and literacy challenges\n## Instructional spending and academic outcomes\n## Texas 65% instructional expenditure policy context","[{\"question\":\"What is the main purpose of the investigation?\",\"answer\":\"To examine how instructional expenditure ratio grouping influences TAKS passing rates in five academic areas for students in poverty.\"},{\"question\":\"What data source and time span are used?\",\"answer\":\"The analysis uses data obtained from the Texas Education Agency for Texas high school students from the 2006–2007 through 2010–2011 school years.\"},{\"question\":\"How do districts spending at least 60% on instruction compare with those spending less?\",\"answer\":\"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%.\"}]","Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty | PDF",1792074988,48]