A Study of Texas Public Charter Schools Funding Allocations and Student Achievement

Date

2024-04-26

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Abstract

The purpose of this mixed methods study was to examine the relationship between public charter school funding allocation and student achievement. The study included a review of archived data utilizing five years (2018-2022) of the Texas Education Agency (TEA) Charter Financial Integrity Rating System of Texas (e.g., financial accountability and administrative cost ratio), Public Education Information Management System (e.g., payroll expenditures, facility maintenance and operations expenditures, and superintendent salary), and Texas Academic Performance Reports (e.g., student achievement) of a purposeful sample of Texas Public Charter Schools (TPCS). Texas Public Charter School Superintendents were also interviewed to better understand the relationship between funding allocation and student achievement. Results indicated a positive correlation between medium-sized TPCS and (a) administrative cost ratio and (b) personnel expenses with student achievement. However, the results did not indicate a positive correlation with small-sized or large-sized TPCS. Additionally, the results did not indicate a positive correlation between financial accountability, operating expenditures, and superintendent salary for any sized TPCS. Alternatively, superintendents expressed that school funding regarding these themes: (a) strategic priorities, (b) teachers’ retention and support, (c) financial accountability, and (d) facility management have an impact on student achievement.

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Keywords

Charter, Funding, Student Achievement

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