The Money Myth: School Resources, Outcomes, and Equity

Index

INDEX Boldface numbers refer to figures and tables. Abbott v. Burke, 265–66, 266 abstract resources: allocation decisions, 227; definition of, 40–41; funding effects , 88; NELS88 data, 57; school outcomes impact, 65–67, 73 access to education, 92, 134, 138 accountability: federal and state mechanisms , 75–76, 89, 190, 270; internal, 83–84, 87, 225–26, 276; politics of, 33 adequacy: as equity standard, 136–37, 155–56; funding levels, 1, 247–48, 320n1; litigation over, 137, 142, 254, 262, 348n4 administration style, 83–84, 87, 225–29, 234–35, 276 administrative progressive approach to education , 268, 270–71 administrative spending, 32, 80–81 advanced courses, 50, 63 AfricanAmerican students: connectedness to schooling, 41; discrimination, 331n12; family composition, 103; girls’ choice of school vs. motherhood, 116; high school graduation, 106; mistreatment of, 108–11; religious affiliation, 96; school performance, 105; school resources , 85; segregation, 108, 142, 256–57; test scores, 106 after-school programs, 30, 196 Alaska, school funding policies of correction , 259 alienation, 110 American Diploma Project, 15 American Indian students, 105, 106 American Institutes for Research, 37, 318n8 Americanization, 92 Annenburg Institute for School Reform, 346n10 antipoverty programs, 279–80, 282 Arizona, school finance litigation, 256 AsianAmerican students, school performance , 105 aspirations: of parents, 70, 95, 96, 101–2, 120; of students, 115–19, 123, 124–27 assessment and correction approach, 187–91 attendance, 66, 78, 117, 121–22, 329n3 attitudes and values, of students, 124–28 Austin,Tex., class size reduction study, 28 balanced (constructivist) teaching, 40, 64, 89, 189–87, 268 Baldwin, J., 109 Ball, D., 321n7, 10 Banks, J., 220 behaviorist teaching, 64, 319n15 behavior problems, 117, 121, 188 Berliner, D., 280 Bernstein, B., 99 best practices, 37–38 bilingual education, 37, 63 Bishop, J., 125, 334n8 Bitter, C., 342n2 black students. SeeAfricanAmerican students Boaler, J., 199 Bourdieu, P., 99 Boyd,W., 321n6 Brewer, D., 47–48, 50, 51, 322n14, 327n23 Broh, B., 336n10 Brown, B., 321n10 Brown v. Board of Education, 4, 139, 142, 254, 256–58 budgets and budgeting: and categorical grants, 242–43, 247; incremental patterns , 35; principals’ role in, 31; schoolbased , 31, 38, 237–39; states’ lateness in, 247 buildings, 2, 35, 36 bureaucratization, 38, 270 Burke;Abbott v., 265–66, 266 Bush (GeorgeW.) administration: on educators ’ bias, 280; inegalitarian policies of, 333n24; on No Child Left Behind Act, 249, 282; reform potential under, 252; welfare state retrenchment, 281 California: BeginningTeacher SupportAct, 244; education consultants, 244–45; High Priority Schools Grant Program, 49, 211–12, 345n23; Immediate Intervention /Underperforming Schools Program (II/USP) grants, 49, 210–11, 244; intervention approaches, 184; Joint Committee to Develop a Master Plan for Education, 347n20; litigation in, 4, 136, 138, 139, 142, 241–42, 254, 256, 258, 262–63; low-performing schools, 210–13, 232, 244; natural experiments, 208, 210–13; Proposition 13, 258; Quality Education ImprovementAct (QEIA), 212 California;Williams v., 2, 138, 139, 262–63, 266 Campaign for Fiscal Equity (CFE) v. State of NewYork, 264–65, 266 Canada, G., 107, 192 capacity-building efforts, 186–87, 235–37, 241–46 career academics, 71 categorical grants, 242–44, 247 causality, 47–48 Center forAmerican ProgressTask Force on Poverty, 351n8 CETA (Comprehensive Employment and TrainingAct) (1973), 282 chain schools, 271–74 Chambers, J., 290 charity schools, 91–92, 132, 137 Charterhouse EMO (educational management organization), 234 charter management organizations (CMOs), 271–74 charter schools, 191–92, 268, 271–74 Chenoweth, K., 274 Cheong,Y., 50 Chicago Child-Parent Centers, 153 Chicago Public Schools, 49, 212, 232 Chicago School ReformAct, 49, 212 Child Care and Development Block Grant (CCDBG), 143 choice, school, 72, 268, 271–74 City Schools and the American Dream (Noguera), 279 civic capacity, 346n5 Civil RightsAct (1964), 257 Clark, R., 101, 103 386 Index class, social, 99–101, 102, 193–94, 280 classroom observation, 39, 50, 85–86, 111, 218–19 class size, 7, 28–29, 39, 61 Clements, S., 345n3 Clinton, D., 91 Clinton, H., 112 Clinton administration, 281 Clotfelter, C., 332n16 Clune,W., 136 CMOs (charter management organizations ), 271–74 code-switching, 220, 221 Cohen, D., 321n7, 10 Cole,A., 346n9 Coleman Report (1966), 6, 27, 92 collaboration, teacher, 81 collective decisionmaking, 226–29 college attendance, 118 college-bound students, 48, 62 College forAll, 74, 75, 328n29 college savings, 96, 120 Comer schools, 90, 112, 192 common school conception, 134 communication, 221 community colleges: competency tests and enrollment in, 68; enhanced student services, 336n13; high school studentteacher...