Blake, Louise (2014) An Exploratory Study into the Association between School Expenditure Levels per Student and School Performance in High Stake Examinations. Diploma thesis, Dublin, National College of Ireland.
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The principal objective of this project was to present the results and findings of an exploratory study, investigating the association between school expenditure levels per student head and overall school performance in high stakes examinations. The topic of students and schools performance is by no means uncharted territory. Annual reports are created and published by Government Departments, both in Ireland and abroad. An Open dataset sourced from the Department of Education (1) UK, was explored for student performance and expenditure levels, to see what association existed. The Department of Education, provides a number of
performance tables of interest. The focus of this exploratory study is for the years 2010 to 2013. The data explorative study includes variables on performance, percentage of pupils achieving 5+ A*-C or equivalents in both English and mathematics for General Certificate of
Secondary Education (GCSEs) and the school expenditures per pupil from the Department of Education's Consistent Funding Reports. "The consistent financial reporting framework (CFR)
is a standard framework into which schools should code their income and expenditure to enable production of simple, standardised reports for governors and local authorities." (Department of Education, 2014).
Within a PISA report (2) published in 2009, the OEDC (3) referred to the expenditure per student stating "Across OECD countries, expenditure per student explains 9% of the variation in PISA mean reading performance between countries" (OECD, 2009). The same report stated that it examined the data for the UK and found that students results were "not statistically significantly different from the OECD average" (OECD, 2009). PISA, is a Programme for International Student Assessment, it "is a worldwide study of 15-year-old school pupils' scholastic performance on mathematics, science, and reading" and compiled by the Organisation for Economic Co-operation and Development (OECD).
Data mining methods were used in order to analyse patterns in the data, while inference statics were used in order to assess the relationships between the variables considered. The results presented make use of visualisation, charts and graphs. The data analysis was conducted using R, MS Excel and Tableau analytics software.
2. 'Viewing The United Kingdom School System Through The Prism Of Pisa', 2009
3. OEDC Organisation for Economic Co-operation and Development
|Item Type:||Thesis (Diploma)|
|Subjects:||Q Science > QA Mathematics > Electronic computers. Computer science
T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
|Divisions:||School of Computing > Higher Diploma in Science in Data Analytics|
|Depositing User:||CAOIMHE NI MHAICIN|
|Date Deposited:||15 Dec 2014 13:48|
|Last Modified:||15 Dec 2014 13:48|
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