Straw into gold, revenues into results: Spinning out the implications of the improved school finance

Journal of Education Finance

Volumn 31, Issue 4, 2006, Pages 334-359

  Grubb, W Norton ^a   Huerta, Luis A ^b   Goe, Laura ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b Howard Hughes Medical Institute   (United States)

^c EDUCATIONAL TESTING SERVICE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34250305812     PISSN: 00989495     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (107)

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12. An earlier draft called this the new school finance, but this description was used to emphasize adequacy in A. Odden, "The New School Finance: Providing Adequacy and Improving Equity," Journal of Education Finance 25(4) (2001): 467-487.
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35. G. Canada, Fist, Stick, Knife, Gun: A Personal History of Violence in America (Boston: Beacon, 1995).
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38. P. Willis, Learning to Labour (Farnborough, England: Saxon House, 1977).
39. S. Fordam and J. U. Ogbu, "Coping with the Burden of Acting White,' " Urban Review 18(3) (1986): 176-206.
40. See also the discussion by Cohen et al., "Resources, Instruction," of student-centered teaching regimes, which are ways of adjusting teaching to the interests and capacities of individual students. This is similar to the point of Brown and Saks that teachers may allocate resources differently between students within classrooms; B. W. Brown and D. H. Saks, "The Production and Distribution of Cognitive Skills Within Schools,"Journal of Political Economy83(3) (1975):571-593;
41. B.W.Brown and D.H.Saks,"The Microeconomics of the Allocation of Teachers' Time and Student Learning," Economics of Education Review 6(4) (1987): 319-332.
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43. H. Lankford and J. Wyckoff, "Where Has the Money Gone? An Analysis of School District Spending in New York," Educational Evaluation and Policy Analysis 17(2) (1995): 195-218;
44. and N. A. Alexander, "Considering Equity and Adequacy: An Examination of Student Class Time in New York State Public Secondary Programs, 1975-1995," Journal of Education Finance 28 (Winter 2003): 357-382.
45. We have benefited in particular from observations in schools and from exercises in which students in the Principal Leadership Institute at University of California-Berkeley identify waste.
46. M. Lampert, Teaching Problems and the Problems of Teaching (New Haven, CT: Yale University Press, 1991).
47. C. Stone, Building Civic Capacity: The Politics of Reforming Urban Schools (Lawrence: University Press of Kansas, 2001).
48. D. Ballou, "The Condition of Urban School Finance: Efficient Resource Allocation in Urban Schools," in Selected Papers in School Finance, ed. W. J. Fowler Jr. (NCES 98-217. Washington, DC: NCES, 1998);
49. and C. M. Payne, "I Don't Want Your Nasty Pot of Gold": Urban School Climate and Public Policy (WP-97-8. Evanston, IL: Institute of Policy Research, Northwestern University, 1997).
50. J. Dewey, Logic: The Theory of Inquiry (New York: Holt, 1938).
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52. B. Fuller and P. Clarke, "Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy" Review of Educational Research 64(1) (1994): 119-157.
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54. D. D. Goldhaber and D. J. Brewer, "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity," Journal of Human Resources 32(3) (1997): 505-523.
55. M. Elliott, "School Finance and Opportunity to Learn: Does Money Well Spent Enhance Students' Achievement?" Sociology of Education 71(3) (1998): 223-245.
56. K. LaGuarda, "State-Sponsored Financial Assistance to Low-Performing Schools: Strategies from Nine States" (paper presented at the American Educational Research Association. Washington, DC: Policy Studies Associates, 2003).
57. G. A. Hess Jr., "Understanding Achievement (and Other) Changes Under Chicago School Reform," Educational Evaluation and Policy Analysis 21(1) (1999): 67-83.
58. J. W. Little and R. Dorph, Lessons About Comprehensive School Reform: California's School Restructuring Demonstration Program (Berkeley: University of California, Graduate School of Education, 1998).
59. J. S. Coleman, E. Q. Campbell, C. J. Hobson, J. McPartland, A. M. Mood, R D. Weinfeld, and R. L. York, Equality of Educational Opportunity (Washington, DC: U.S. Department of Health, Education and Welfare, 1966).
60. R. R. Edmonds, "Effective Schools for the Urban Poor," Educational Leadership 37 (1979): 15-24, 37;
61. and D. L. Clark, L. S. Lotto, and T. A. Astuto, "Effective Schools and School Improvement: A Comparative Analysis of Two Lines of Inquiry," Educational Administration Quarterly 20(3) (1984): 41-68.
62. J.Gray,"The Quality of Schooling: Frameworks for Judgments," British Journal of Educational Studies 38(3) (1990): 213.
63. K. H. Miles and L. Darling-Hammond, "Rethinking the Allocation of Teaching Resources: Some Lessons from High-Performing Schools," Educational Evaluation and Policy Analysis 20(1) (1998): 9-29.
64. Raudenbush et al., "Inequality of Access."
65. Goldhaber and Brewer, "Why Don't Schools."
66. Elliott, "School Finance."
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68. B. Rowan, S. T. Bessert, and D. C. Dwyer, "Research on Effective Schools: A Cautionary Note," Educational Researcher (April 1983): 4-31;
69. L. Cuban, "Transforming the Frog into a Prince: Effective Schools Research, Policy, and Practice at the District Level" Harvard Educational Review 54(2) (1984): 129-151;
70. M. Cohen, "Instructional, Management, and Social Conditions on Effective Schools," in School Finance and School Improvement: Linkages for the 19805, ed. A. Odden and L. D. Webb (Cambridge, MA: Ballinger, 1983): 17-50.
71. W. L. Boyd and W. T. Hartman, "The Politics of Educational Productivity," in Micwlevel School Finance: Issues and Implications for Policy, ed. D. H. Monk and J. Underwood (Cambridge, MA: Ballinger, 1988): 271-308.
72. L. Cuban, The Managerial Imperative and the Practice of Leadership in Schools (Albany: State University of New York Press, 1988);
73. Grubb and Flessa,"A Job";
74. J. Flessa, "What's Urban in the Urban School Principalship: Case Studies of Middle School Principals" (unpublished PhD dissertation, School of Education, University of California, Berkeley, 2003).
75. N. Finkelstein and W. N. Grubb, "Making Sense of Education and Training Markets: Lesson from England," American Educational Research Journal 37(3) (2000): 601-632.
76. SeeA.Odden,"School-Based Financingin in North America,"in School-Based Financingg,ed.M.Goertz and A. Odden (Thousand Oaks, CA: Corwin, 1999); A. Cole and W. N. Grubb, "Equity and School Control: The Potential of Recent District Budgetary Reforms" (unpublished paper, 2006).
77. K. H. Miles and M. Roza, Understanding Student-Based Budgeting as a Means to Greater Resource Equity (Wayland, MA: Education Resource Strategies, and Seattle: Center on Reinventing Public Education, University of Washington, 2004).
78. D. Siegel and N. Fruchter, Evaluation of the Performance Driven Budgeting Initiative of the New York City Board of Education (New York: Institute for Education and Social Policy, New York University, 2002).
79. Resource allocation seems to be treated briefly in most education administration programs. In a random sample of textbooks, L. W. Hughes, The Principal as Leader, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1999), has only two pages on funding.
80. M. Speck,The Principalship: Building a Learning Community (Upper Saddle River, NJ: Prentice Hall, 1999),
81. has nothing at all. J. T. Seyfarth, The Principal: New Leadership for New Challenges (Upper Saddle River, NJ: Prentice Hall, 1999);
82. and T. L. Drake and W. H. Roe, The Principalship, 5th ed. (Upper Saddle River, NJ: Prentice Hall, 1999) each allow a single chapter near the end of their texts, and both treat resources as budgeting issues rather than educational decisions. For one effort to clarify the funding issues for administrators,
83. see D. H. Monk and M. L. Plecki, "Generating and Managing Resources for School Improvement," in Handbook ofResearch on Educational Administration: A Project of the American Educational Research Association, 2nd ed., ed. J. Murphy and K. S. Louis (San Francisco: Jossey-Bass, 1999).
84. Stecher and Bohnstedt, Class Size Reduction.
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87. N. Finkelstein, W. Furry, and L. A. Huerta, "School Finance in California: Does History Provide a Sufficient Policy Standard?" in Crucial Issues in California Education 2000: Are the Reform Pieces Fitting Together?, ed. E. Burr, G. C. Hayward, B. Fuller, and M. W. Kirst (Berkeley: Policy Analysis for California Education, University of California, 2000).
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91. T. Lowi, The End of Liberalism: The Second Republic of the United States, 2nd ed. (New York: Norton, 1979).
92. For the Serrano case, J. E. Coons, W. H. Clune III, and S. D. Sugarman, Private \Vealth and Public Education (Cambridge, MA: Harvard University Press, 1970).
93. G. A. Hickrod, R. Chaudhari, G. Pruyne, and J. Meng, "The Effect of Constitutional Litigation on Education Finance: A Further Analysis," in Selected Papers in School Finance, ed. W. Fowler (NCES 97-536. Washington, DC: National Center for Education Statistics, 1997);
94. S. E. Murray, W. N. Evans, and R. M. Schwab, "Education-Finance Reform and the Distribution of Education Resources," American Economic Review 88(4) (1998): 789-812;
95. D. C. Thompson and F. E. Crampton, "The Impact of School Finance Litigation: A Long View," Journal of Education Finance 27 (Winter 2002): 783-816.
96. Yinger, Helping Children.
97. W. H.Clune,"The Shift From Equity to Adequacy in School Finance," Educational Policy 6(4) (1994): 376-394;
98. P. A. Minorini and S. D. Sugarman, "Educational Adequacy and the Courts: The Promise and Problems of Moving to a New Paradigm," in Ladd et al., 175-208;
99. J.W. Guthrie and R. Rothstein,"Enabling Adequacy to Achieve Reality: Translating Adequacy into State School Finance Distribution Arrangements," in Ladd et al., 209-259.
100. "Legislative Council on the Oregon Quality Education Model," in The Oregon Quality Education Model (Salem: Oregon Legislative Assembly, Policy and Research, 1999).
101. 74.W. D. Duncombe and J. M. Yinger,"Performance Standards and Educational Cost Indexes: You Can't Have One Without the Other," in Ladd et al., 260-297.
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103. J. Oakes and M. Saunders, "Education's Most Basic Tools: Access to Textbooks and Instructional Materials in California's Public Schools," Teachers College Record 106(10) (October 2004): 1967-1988.
104. W. N. Grubb, L. Goe, and L. A. Huerta, "The Unending Search for Equity: California Policy, the 'Improved School Finance," and the Wtlliams Case," Teachers College Record 106(11) (2004): 2081-2127.
105. Campaign for Fiscal Equity, The New York Adequacy Study: Determining the Costs of Providing All Children in New York an Adequate Education (final report) (New York: American Institutes for Research/Management Analysis and Planning, 2004).
106. On policy narratives, the easily understood and widely accepted stories that often govern policy, see E. Roe, Narrative Policy Analysis: Theory and Practice (Durham, NC: Duke University Press, 1994).
107. R. E. Callahan, Education and the Cult of Efficiency (Chicago: University of Chicago Press, 1967).