Money Does Not Matter
Eric A. Hanushek (Senior Fellow, Hoover Institution , Stanford University). Educational Evaluation and Policy Analysis. 06/1997. Vol. 19. Iss. 2. p. 25.
The close to 400 studies of student achievement demonstrate that there is not a strong or consistent relationship between student performance and school resources, at least after variations in family inputs are taken into account.
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New York Post. 12/4/2004.
In your editorial "Funny Money" (Dec. 1) you suggest the Campaign for Fiscal Equity folks believe more money is all that's needed to fix New York City's public schools. They want an additional $14 billion because they believe there is a direct and strong correlation between funding and the ability of a local district to fulfill its education mandate.
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John Tierney. New York Times. 6/21/2000.
IF you look at just the numbers in a new analysis of city schools, the policy implication seems obvious and painful. If we truly care about the next generation, we've got to start spending less money on schools.
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New York Post. 6/27/2003.
In response to Court of Appeal's 2003 decision, the article shows that more resources won't improve the educational performance of New York City's children.
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Campaign for Fiscal Equity, Inc. . 10/1/2004.
Testimony by Chester E. Finn, Jr., Senior Fellow, Hoover Institution, Stanford University; Senior Editor, Education Next; President, Thomas B. Fordham Foundation; former assistant secretary, U.S. Department of Education; Statement prepared for testimony before Special Referees October 1, 2004. He gave testimony in support of State of New York.
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Raymond Domanico (Senior Education Advisor, Industrial Areas Foundation - Metro New York). Manhattan Institute for Policy Research. 07/2004. p. 36.
The paper discusses the ways in which the state fund for Sound Basic Education would achieve its goals.
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Money Matters
Michael A. Rebell (Executive Director and Counsel for the Campaign for Fiscal Equity) & Joseph J. Wardenski (Senior Research Analyst at the Campaign for Fiscal Equity). Campaign for Fiscal Equity, Inc.. 01/2004. p. 47.
(written) The report summaries existing studies on educational production and shows that school resource does make difference in terms of student achievement. It further reviews four programs which bring about better student performance and indicates the current challenge is to estimate how much money is needed and how should the funds be effectively spent to actually provide meaningful opportunities for all students.
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Thomas Sobol. Teachers College Record. 10/2000. p. 7.
In this interview, Sobel presents evidence that money does matters in improving educational equity and adequacy.
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Diana Jean Schemo. New York Times. 8/9/2002.
As schools enter a new era of tough federal demands to raise achievement among poor and minority students, a report released here today shows that in most states, school districts with the neediest students receive far less state and local tax money -- an average of just under $1,000 per student -- than schools with the fewest poor children.
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Walt Gardner. New York Times. 7/2/2003.
The ruling by the Court of Appeals demolishes the argument made over the years by critics of public education that no connection exists between money and outcomes.
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Leanna Stiefel (Wagner Graduate School of Public Service, New York University), Amy Ellen Schwartz (Wagner Graduate School of Public Service, New York University) & Patrice Iatarola (Institute for Education and Social Policy, New York University). Education Finance Research Consortium. 05/2001. p. 44.
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William Duncombe (Center for Policy Research, The Maxwell School, Syracuse University, NY) & John Yinger (Center for Policy Research, The Maxwell School, Syracuse University, NY). Economics of Education Review. 01/2005. Vol. In Press, Corrected Proof.
This paper provides a guide to statistically based methods for estimating the extra costs of educating disadvantaged students, shows how these methods are related, and compares state aid programs that account for these costs in different ways.
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