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About the Author ix
Preface xi
Introduction Resources, Effectiveness, and Equity in Schools 1
Part I Implications of the Improved School Finance 23
Chapter 1 Moving Beyond Money: The Variety of Educational Resources 25
Chapter 2 Multiple Resources, Multiple Outcomes: Testing the Improved School Finance with the National Educational Longitudinal Survey of the Class of 1988 53
Chapter 3 When Money Does Matter: Explaining the Weak Effects of School Funding 77
Chapter 4 Families as Resources: The Effects of Family Background and Demographic Variables 91
Chapter 5 Students as Resources: The Effects of Connectedness to Schooling 113
Part II Dynamic Inequality and the Effects of School Resources over Time 129
Chapter 6 Equity and Inequality: From Static to Dynamic Conceptions 131
Chapter 7 Dynamic Inequality: Schooling Outcomes over Time 158
Chapter 8 Correcting Dynamic Inequality in Practice: Exploring What Schools Do for Low-Performing Students 175
Part III Implications for School Practice, Education Policy, and Litigation 205
Chapter 9 Making Resources Matter: Implications for School-Level Practice 207
Chapter 10 Supporting the Improved School Finance: District, State, and Federal Roles 230
Chapter 11 The Implications for Litigation of the Improved School Finance 254
Chapter 12 The Implications for Reform: Conceptions of Schooling and the Role of the Welfare State 267
Appendix A Technical Issues and Variable Definitions 289
Appendix B 294
Notes 317
References 353
Index 385
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| WonderClub |
Frank B Gibson III
reviewed Money Myth: School Resources, Outcomes, and Equity on June 21, 2009
Money Myth: School Resources, Outcomes, and Equity
I am interested in this topic intellectually and work in a field tangentially related to education but even I have found this to be "eating my vegetables." There are some interesting topics in here and the conclusions drawn from statistics contradict much of the political opinions of the left and the right (e.g. relative influence of parents' human capital, small class sizes on outcomes).
However, when the writer has to confess his limitations by advising the reader to skip over certain statistics-intensive parts along the way, you know you need to have a lot of patience. Unfortunately, even the summary conclusions are not easy to get through and reading a book like this reminds me of how difficult writing is.
So if you are a serious PhD candidate and are used to academic-ese or a think-tank policy person looking to pluck a piece of education research, there may be material for you. But if you are a school board member, principal or teacher, I would prepare myself for a tough slog.
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