Read & download ò The Money Myth School Resources Outcomes and Euity
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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 uickly 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 ineuality 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 uneual and provides clear recommendations for addressing this chronic national proble.
Download The Money Myth School Resources Outcomes and Euity
Can money buy high uality 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 ineualities 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 actuall.
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Y 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.