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The factors influencing scores are listed in order of importance. It was found that the socio-economic factors
were about 3 to 4 times as effective as traditional education factors. This is consistent with the State of CT's grouping
towns into Education Reference Groups (ERG's) based on similar socio-economic characteristics rather than, for example, similar
per pupil expenditures. The === lines indicate
the relative favorable impact of the factor.
SOCIO-ECONOMIC FACTORS THAT
INCREASE SCORES (in order of importance)
(Note: The length of each blue line indicates the magnitude
of favorable impact of that factor on scores.)
============================
More 2-parent homes
==================== More English-speaking
homes
==================== More Pre-K
preparation
================ Greater parent
education level
=============== Greater parent
income level
============ More parent involvement
EDUCATION FACTORS THAT INCREASE SCORES (in order of importance)
Favorable
Impact
on scores
====== Reduced class
size
====== More teacher education
==== More support teachers
= More dollars per pupil
= Higher teacher salaries
= More teacher experience
RANGE OF FACTORS:
In determining the above results, the various factors varied
as follows:
-- % of pupils from 2-parent homes varied from 46% to 92%.
-- % of pupils from English-speaking homes
varied from 49% to 100%
-- % of pupils with pre-K preparation varied from 38% to 70%.
-- Parent education level varied
from 44% to 100%.
-- Parent income level varied from $17,000 to $82,000.
-- % of parents involved varied from 50%
to 65%.
-- Class size varied by 33%.
-- Support teachers per pupil varied from 338 to 91.
-- % of teachers with
advanced degrees varied from 46% to 96%.
-- Expenditures per pupil varied from $5,600 to $10,200.
-- Teacher mean
salary varied from $35,000 to $55,000.
-- Teacher mean experience level varied from 10 to 19 years.
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