library(readr)
library(dplyr)
## 
## Attaching package: 'dplyr'
## The following objects are masked from 'package:stats':
## 
##     filter, lag
## The following objects are masked from 'package:base':
## 
##     intersect, setdiff, setequal, union
library(ggplot2)
library(tidyr)
library(readxl)

district_data <- read_excel("district.xls")
clean_data <- district_data |> select(DISTNAME, DDA00A001222R, DPFEAINSP, DPFPAREGP, DPETECOP, DPSTEXPA)

clean_data <- district_data |>select(district_name = DISTNAME,staar_meets = DDA00A001222R, exp_instruction = DPFEAINSP, exp_stuservices = DPFPAREGP, econ_disadv = DPETECOP, teacher_exp = DPSTEXPA) |>
mutate(across(where(is.character), readr::parse_number)) |>
drop_na(staar_meets, exp_instruction, exp_stuservices, econ_disadv, teacher_exp)
## Warning: There was 1 warning in `mutate()`.
## ℹ In argument: `across(where(is.character), readr::parse_number)`.
## Caused by warning:
## ! 1206 parsing failures.
## row col expected        actual
##   1  -- a number CAYUGA ISD   
##   2  -- a number ELKHART ISD  
##   3  -- a number FRANKSTON ISD
##   4  -- a number NECHES ISD   
##   5  -- a number PALESTINE ISD
## ... ... ........ .............
## See problems(...) for more details.

##Purpose This project explores the relationship between district-level expenditures and academic performance across Texas public school districts. The study examines how spending patterns and socioeconomic factors influence STAAR performance outcomes.

The purpose of this analysis is to determine whether districts that allocate more resources toward instruction and student support services experience better student outcomes, particularly in communities with higher levels of economic disadvantage. The findings are intended to inform equitable funding practices and student-centered policy decisions at both the district and state levels.

##Variables dependent Variable: STAAR Meets (%): The percentage of students meeting grade-level standards across all subjects. Independent Variables (y): Instructional Expenditure (%): Proportion of district budget spent directly on instruction. Student Services Expenditure (%): Proportion of spending allocated to student support services. Economically Disadvantaged (%): Percentage of students identified as economically disadvantaged. Teacher Average Years of Experience: Average years of teaching experience within the district

Hypotheses

Null Hypothesis (H₀): There is no relationship between district expenditures, economic disadvantage, or teacher experience and student academic performance (STAAR Meets %).

Alternative Hypothesis (H₁): There is a relationship between district expenditures, economic disadvantage, and teacher experience and student academic performance (STAAR Meets %).

Explanation

This study looks at how funding priorities and community conditions influence student success across Texas school districts. It explores whether instructional and student services spending can help balance the effects of economic disadvantage on STAAR performance.

While poverty is one of the strongest indicators of student outcomes, this analysis focuses on whether equitable funding and the right use of resources can help close achievement gaps. The goal is to see if investing in instruction and direct student support leads to better performance for districts serving students with higher financial need.

From a practitioner’s perspective, funding fairness is key to educational opportunity. Districts with larger low-income populations face greater challenges that affect academic outcomes and access to higher education. Understanding how spending connects to performance can help administrators and policymakers make better decisions that give every student a fair chance to succeed.

Connection to Practice

As someone working in higher education, my professional focus revolves around helping students navigate their transition into college. In my role at UT San Antonio’s Welcome Center, I meet students daily from various educational and socioeconomic backgrounds. These interactions drive my passion for bridging the gap between K–12 preparation and college success.

This topic connects indirectly to my capstone work on Pell Grants, persistence, and economic disparity. Both projects examine how financial conditions and systemic inequities shape academic outcomes. Studying district expenditure and performance helps connect those conversations—revealing how disparities often begin long before students arrive on a college campus.

This research embodies the essence of public administration: using data and policy analysis to promote fairness, efficiency, and accountability in serving the public good.