In the past two decades powerful economic, social, and fiscal forces have buffeted America's major cities. The urbanization of poverty, the shift in employment from manufacturing to services, middle-class flight to the suburbs and Sunbelt, the tax revolt, and cuts in federal aid have made it difficult for many cities to pay for such basic services as police and fire protection, sanitation, and roads.
In America's Ailing Cities Helen F. Ladd and John Yinger identify and measure the impact of these broad national trends. Drawing on data from 86 major cities, they offer a...
In the past two decades powerful economic, social, and fiscal forces have buffeted America's major cities. The urbanization of poverty, the shift i...
In 1989, New Zealand abolished its national Department of Education and turned control of its 2700 primary and secondary schools over to locally elected boards of trustees. This book provides detailed quantitative and qualitative analysis of the New Zealand experiment.
In 1989, New Zealand abolished its national Department of Education and turned control of its 2700 primary and secondary schools over to locally elect...
"Perhaps the most urgentand complextask facing American education today is to figure out how to hold schools accountable for improved academic achievement. In this important new work, Helen Ladd and her colleagues describe the options available to policymakers, weigh their respective strengths and pitfalls, and lay out principles for creating schools where learning is the number one objective. This book should be at the top of the reading list for anyone seriously interested in transforming the quality of American schools."Edward B. Fiske, Former Education Editor, The New York Times A central...
"Perhaps the most urgentand complextask facing American education today is to figure out how to hold schools accountable for improved academic achieve...
Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for...
Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the...
Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for...
Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the...
We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education--what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: "educational goods" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; "childhood goods" are the valuable experiences and freedoms...
We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for f...
We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education--what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: "educational goods" are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; "childhood goods" are the valuable experiences and freedoms...
We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for f...
