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Journal for Effective Schools

Volume 11, Number 1

Stakeholder involvement

2.86

0.88

13

3.70

0.67

13

29%*

Alternative service delivery

2.83

0.73

12

3.33

0.64

12

18%*

Performance goals and indicators

2.81

0.91

12

3.60

0.56

12

28%*

Data informed decision making

3.20

1.24

12

4.13

0.78

12

29%*

Program evaluation

3.00

1.08

13

3.65

0.95

13

22%*

Resource reallocation

2.72

0.82

13

3.34

0.72

13

23%*

Linking funding and results

2.53

0.88

13

3.25

0.81

13

28%*

Overall Note. * p= ≤ .05.

2.91

0.77

13

3.59

0.54

13

23%*

From this analysis, with a 23% t mean change, it appears that school districts are exhibiting more performance-based budgeting practices since NCLB. To determine if the findings were statistically significant, t tests were performed within each category. All paired sample statistical t tests returned significant findings. These results suggest that since NCLB, school districts business officials have made significant changes regarding all facets of performance-based budgeting: strategic planning, stakeholder involvement, alternative service delivery, performance goals and indicators, data informed decision-making, program evaluation, resource reallocation, and linking funding and results School districts are more deliberately focusing their resources on achieving improved results. Does a correlation exist between the school district’s use of performance-based budgeting and the level of student achievement? Survey responses were used to create a metric (mean score across survey responses related to performance-based budgeting) which measures a school district’s use of performance-based budgeting. The interest was to determine if a linear relationship between performance-based-budgeting and student achievement levels existed and if this relationship were positive, indicating that as performancebased-budgeting increases so does the prediction of increased student achievement. A linear regression analysis was then conducted to evaluate the prediction value of the performance-based budgeting mean score (across all questions) on the overall student achievement (as measured by the average total pass rates for all Virginia SOL 2006-2007 tests). The scatter plot of the two variables, as shown in Figure 3, indicates that the two variables are linearly related: the performance-based budgeting score increases so does student achievement.

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Journal for Effective Schools - Spring 2013  

Vol. 11, #1

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