[PDF] ↠ The Money Myth: School Resources, Outcomes, and Equity Author W. Norton Grubb – Terrapin-info.co.uk

The Money Myth: School Resources, Outcomes, and Equity Can Money Buy High Quality Education Studies Find Only A Weak Relationship Between Public School Funding And Educational Outcomes In The Money Myth, W Norton Grubb 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 The Money Myth Establishes Several Principles For A Bold New Approach To Education Reform Drawing On A National Longitudinal Dataset Collected Over Twelve Years, Grubb 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 Grubb 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 Grubb 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 ApproachesEffective 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, And Schools Are Turning To Scripted Off The Shelf Curricula These Practices Discourage Student Engagement, Suppress Teacher Creativity, And Hold Little Promise Of Improving Learning Beyond The Most Basic SkillsGrubb Shows That Infusions Of Money Alone Won T Eradicate Inequality In America S Schools We Need To Address The Vast Differences In The Way School Communities Operate By Looking Beyond School Finance, The Money Myth Gets To The Core Reasons Why Education In America Is So Unequal And Provides Clear Recommendations For Addressing This Chronic National Problem

  • Hardcover
  • 416 pages
  • The Money Myth: School Resources, Outcomes, and Equity
  • W. Norton Grubb
  • English
  • 03 June 2018
  • 9780871543660

About the Author: W. Norton Grubb

Is a well-known author, some of his books are a fascination for readers like in the The Money Myth: School Resources, Outcomes, and Equity book, this is one of the most wanted W. Norton Grubb author readers around the world.

12 thoughts on “The Money Myth: School Resources, Outcomes, and Equity

  1. says:

    A well funded school is a better performing school, right Not according to research results from W Norton Grubb, author of this book The Money Myth School Resources, Outcomes, and Equity Russell Sage Foundation, 2009 Fortunately for the tough times ahead, Grubb s close analysis of 12 years of data reveals this good news schools don t need a major influx of new funds to improve They just need to do the right things, which often involves reallocating the funds they ve already got.With specific, new evidence of what creates healthy, strong schools and successful, educated students, W Norton Grubb a highly regarded social scientist on education resources, effectiveness and equity shows why some schools thrive and others fail.

  2. says:

    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.

  3. says:

    Please consider the audiobook version of this as well.

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