A study of the income factor in the 2006 Kansas Standard of Excellence schools

Abstract

This statewide study examined the relationship between building income level and performance level percentage distribution, using 502 schools that earned a 2005-06 Kansas Standard of Excellence (SOE) building-wide award for reading or math. It originated from the premise that excellence is excellence, no matter the setting or income level of a school. A new baseline of data began in 2005-06 due to changes in the Kansas assessments, including more grades being tested than in previous years. The much larger database more accurately reflected the achievement of low-income students in Kansas. Decades of literature were reviewed, addressing influences on the development of Kansas standards, assessments, and the SOE award; the lifelong significance of income levels and achievement; high achievement for low-income students; and the pursuit of excellence through equitable educational reform. For purposes of this study, SOE schools were sorted into six designated types of buildings based on percentages of students eligible for free and reduced lunches, assessed grade levels, and SOE subject award. Results were reported using aggregate building groups as the unit of analysis. A two-way, repeated-measures, mixed design ANOVA general linear model served as an appropriate method to examine means for significant differences. Low-income SOE schools were noticeably fewer than medium- or high-income schools, especially at the senior high level. Three types of buildings showed some significant mean differences, but generally income did not appear to be a major factor. High-income buildings appeared to have a slight advantage; in the Exemplary category, high-income buildings outperformed the others; in the lower performance categories, high-income buildings had significantly lower means. The mean differences for high-income middle school/junior high buildings showed mainly moderate to large differences; other significant differences were rated as small to moderate. SOE schools of a given educational level and of varying income levels generally had similar performance scores in most of the performance level categories. Overall, major differences in performances were not evident among the different income levels of SOE buildings.