Abstract
The purpose of this study was to determine if there was a significant relationship between expenditure and achievement of pupils in reading and mathematics in Grades 6 and 12 in the years 1975-1976 and 1982-1983. One other question also examined whether achievement differed in districts of different sizes. The California Assessment Program tests in reading and mathematics for Grades 6 and 12 were used to measure achievement. Funding was measured by the amount each unified school district spent for instruction per unit of average daily attendance. No relationship was found between expenditure per unit of average daily attendance and achievement in reading or mathematics. Districts with populations over 5,000 ADA performed better as a group than did districts of smaller size in Grade 6, and districts between 1,501 ADA and 5,000 ADA performed better than did districts under 1,501 ADA. For Grade 12 there was no significant difference between the performance of groups. California unified districts were spending less money per ADA at the end of the eight year period under study when the expenditure figures were adjusted for inflation. Most districts showed a monetary loss over the period, yet the achievement of Grade 6 students increased for the state as a whole. For Grade 12, however, achievement declined in reading and increased in mathematics. This study demonstrated that no relationship existed over the period of the study between achievement of California pupils and expenditure. Other variables were responsible for changes in achievement, and further research should be focused on identifying these. The study also highlighted the finding that districts performing well at the elementary level were not necessarily replicating that achievement at Grade 12. Further research also is needed to identify the factors that influence the achievement of Grade 6 students served in smaller districts.