Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In this book, the author proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America'...

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Bibliographische Detailangaben

1. Verfasser:	Grubb, Warner Norton 1948- (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	New York Russell Sage Foundation 2009
Schlagworte:	Erziehung Education > United States > Finance Public schools > United States > Finance Education > Economic aspects > United States Wirtschaftlichkeit Finanzierung Public School USA
Online-Zugang:	Inhaltsverzeichnis
Zusammenfassung:	Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In this book, the author proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money, for example, in leadership, instruction, and tracking policies explain the deepening divide in the success of our nation's schoolchildren. This book establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, the author makes a crucial distinction between "simple" resources and those "compound", "complex", and "abstract" resources that cannot be readily bought Money can buy simple resources such as higher teacher salaries and smaller class sizes, but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. The author finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low performing students, particularly minorities, to vocational, remedial, and special education tracks. So even in well funded schools, resources may never reach the students who need them most. He also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning", using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XV, 400 S.
ISBN:	9780871543660