To What Ends and By What Means: The Social Justice Implications of Contemporary School Finance Theory and Policy

by Gloria M. Rodriguez (Editor), R. Anthony Rolle (Editor)

Overview

This unique collection examines the social justice implications of contemporary economic, finance, and budgeting policies affecting the K-12 education system in the United States. The authors included in this volume provide critiques and explorations of several established theories and policy approaches that undergird contemporary thinking in the field of school finance. These explorations offer themselves as foundations for building new frameworks to understand how school finance policies might better support broader changes needed to improve the educational conditions faced by those individuals and groups traditionally underrepresented in economic, political, and social policy arenas.

Product Details

ISBN-13:	9780415954822
Publisher:	Taylor & Francis
Publication date:	03/22/2007
Pages:	224
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Gloria Rodriguez is an Assistant Professor of Educational Leadership at the University of California at Davis.

R. Anthony Rolle is an Assistant Professor of Educational Administration at University of Redlands

Table of Contents

Introduction Part 1: Social Justice Implications of Contemporary School Finance Theory 1. A Political Theory of Social Justice in American Schools 2. Critical Race Theory A Priori to Human Capital Theory: Framing the Discourse on the Nexus Between Social Justice & Education Finance 3. Measuring Educational Productivity in the Face of Social Justice Influences: A Discussion of the Efficacy of Relative Economic Efficiency for Determining School Improvement Factors 4. Adequacy Revisited: A Critique of Prominent Conceptualizations ofSchool Finance Standards Part 2: Social Justice Implications of Contemporary School Finance Policy 5. Cycling on in Cultural Deficit Thinking: California School Finance and the Possibilities of Critical Policy Analysis 6. Resource Implications of NCLB for the Recruitment, Preparation, and Retention of Highly Qualified Teachers for English Learners in California 7. Investing in Student Lives Outside of School to Increase Achievement Inside Schools 8. On the International Dimension of Education and Social Justice 9. Conclusion: Toward a Vision of Social Justice Frameworks in School Finance

Editorial Reviews

Ernest House, Professor, University of Colorado

"I believe this book could make a significant contribution to the educational finance literature, depending on how the individual chapters are executed. . . . Certainly, from the proposal and the people involved, it seems to me worth a try. It would fill a big hole in the literature."

Luis Huerta, Assistant Professor, Teachers College

"There is certainly a potential niche for this sort of book, mostly because there is no text in school finance that I know of that provides a strong link between social issues and the economic and policy issues that dominate current discussions on school finance policy. The challenge for this book, however, will be to embrace both an audience that examines issues from a social policy perspective and an audience that approaches issues from a more rational economic perspective (the traditionalist in school finance research and policy). This challenge is what makes this book proposal a good candidate that can begin bridging the divide."

From the Publisher