Student Growth on a Statewide Progress-Monitoring Assessment System by District: Median Income, Minority Enrollment, Setting, and Title I
The study analyzes student growth in English language arts (ELA) and mathematics at the district level (N = 67) in Florida. Student growth is compared across districts in terms of (a) median income, (b) minority enrollment, (c) setting, and (d) Title I eligibility. Multivariate regression models tested the effect of these variables on student growth. Minority enrollment had a statistically significant effect in most grades for both ELA and mathematics. Title I eligibility was positively correlated with ELA student growth in grades 4–8 and 10, although it was negatively correlated with ELA growth in grades 3 and 10. The models accounted for a higher percentage of the variation in student growth at the district level when coupled with social promotion or high school graduation. Controlling for the district setting and population density provided a more precise measurement of the variables under investigation. School leaders at the district level and state policymakers can use this research to inform how resources are allocated and how existing accountability systems impact schools and districts.