The Relationship of School Inputs to Public School Performance in New York State.
Using data obtained in 1957-1959, this analysis is intended to establish an educational production function. Great multicolinearity exists between most of the school and community variables germane to the study. By factor analysis the potentially important variables could be distinguished. These form the basis for the explanatory equations in the multiregression model, which is fitted to average pupil performance in five groupings according to parent occupation for the language, arithmetic, and composite test scores. Findings show the model ineffectual for nonurban districts. The most consistently important school variable is expenditure on supervision followed by the salary variable. Both school input and socioeconomic factors were found to be highly related to performance, but surprisingly, the teacher-pupil ratio is related negatively. These findings should be regarded as suggestive for future research rather than for policy decisions. 33 pp. Bibliog.