[Ebook PDF] Money and Schools, 7th Edition

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Money and Schools, 7th Edition

ISBN-13: 978-1138327665
ISBN-10: 1138327662

Author: R. Craig Wood (Author), David C. Thompson (Author), Faith E. Crampton (Author)

Money and Schools explains and demonstrates the relationship between money and equality of educational opportunity in a way that is clear, precise, and engaging. Grounded in research and best practices, this book provides a broad overview of school finance, budgeting, and resource allocation, an understanding of the underlying economic, social, legal, and political principles that drive how schools are funded, as well as a detailed examination of day-to-day funding operations. Rich pedagogical features include chapter opening challenges, chapter drivers, point/counterpoint discussions, case studies, and recommended resources. This accessible and engaging book offers strong connections to real-world experiences and detailed information on pre-K–12 funding history, concepts, and current operations for both aspiring and experienced education leaders in school budgeting, finance, and resource management courses.

PREFACE
OVERVIEW
Welcome to the seventh edition of this book! To our contemporaries who used the earlier editions, we welcome you back as friends and colleagues. To new users, we offer you a special welcome to this new edition and hope you will be able to satisfy your interest in school finance and resource utilization through this longstanding and time-tested book. As was true with each of the previous six editions, we have again attempted to shed new light on the critical needs of the field in a way that is clear, precise, and engaging. Our reasoning for this approach is simple—we believe that how schools are funded is of critical importance in today’s world of high-stakes accountability, and we believe that effective educational leaders must be highly connected to the relationship between money and the aims of education and highly responsive to public perceptions about how fiscal resources are utilized. In our view, the topic is vibrant and the need for clarity and preciseness cannot be overstated.
WHO WE ARE
Our approach in this book is due in meaningful part to who we are as authors. Our own personal histories as practitioners and university professors permeate the entire book, reflecting how we believe new generations of school leaders should be prepared.
Who we are therefore says a great deal about what readers should expect from this seventh edition of Money and Schools. Plainly put, we are very experienced scholars and public-school practitioners, and we believe the impact of our collective history is important to readers’ willingness to accept what we say in this book. We are scholars given our work in major research universities, carrying out scholarly agendas.
and teaching courses in educational leadership, specifically involving issues related to school finance. It is equally important that we have deep and extensive practitioner roots. Collectively, we have served as superintendents, assistant superintendents, school business managers, chief financial officers, grant managers, principals, and classroom teachers in public school systems across the United States. We have also provided extensive consulting work on behalf of school districts, and for more than three decades we have been involved in legal battles in numerous states as expert.
witnesses on behalf of plaintiffs or defendants seeking objective analysis of funding for schools. The especially critical aspect of our professional histories is that we have not written this book solely from a theory base, nor have we used the book as a bully pulpit to advance any political views about how national, state, or local units of government should fund schools at a combative point in history. Instead, who we are relates to this book at the most basic level by virtue of the fact that we are practitioners who have done the things our readers are most interested in—we’ve built budgets, cut budgets, raised taxes, faced angry constituents, hired and fired staff, experienced the accountability and student achievement wars, and so on. As a result, we believe our readers’ experience with this book will be enhanced by knowing us for who we are— for the most part, we are school people like most of our readers.
THE CURRENT CONTEXT
As we go to press with this seventh edition, the context of schooling and its funding is in a state of flux. Roilings at the federal level are having great impact on school districts across the nation, as the U.S. Department of Education’s fascination with deregulating many aspects of schools has been taken to new and unprecedentedly disruptive heights. Many states are pressing forward with reforms containing measures that more and more are tied to state funding for schools. School leaders are also facing new challenges under conditions requiring schools to do more with scarce resources.
Although our profession has always believed that education is a high-stakes enterprise in which all children deserve the best opportunity regardless of individual circumstance, the result of new demands and greater uncertainty has been to engage leaders at a higher level of understanding about just how critical effective leadership is to guarantee universally coveted pupil performance outcomes.
The current context demands that school leaders must be highly effective. To that end, a critically important skill is understanding the relationship not only between opportunity and money but also between outcomes and money. Effective school leaders, then, are key to meeting state and federal mandates for the academic success of all students. As a result, the context of this seventh edition of Money and Schools is that federal law demands equality of educational outcomes for all children; that school performance accountability expectations at the state level continue to increase even while fiscal resources may be stagnant or diminished; and that the education profession itself must embrace rigorous performance accountability. In sum, this environment absolutely demands school leaders who understand the complex nature of schooling and the relationship of money to equal opportunity and outcomes.
WHAT’S NEW IN THIS EDITION?
Based upon positive feedback from our many reviewers and textbook adopters, we have maintained the overarching structure and design found in the previous edition. This includes an opening challenge, chapter drivers, highly conversational language, point/counterpoint discussions, case studies, web resources, and recommended resources—all in a structure based on translating theory and research into best practice. The first half of the book, therefore, continues to be devoted to understanding the underlying economic, social, legal, and political principles that have long driven how schools are funded, while the second half of the book is devoted to detailing the operational implementation of policy—that is, theory and research into best practice.
Changes to this new seventh edition largely center on critically reviewing and revising all content on the basis of absolute currency, analyzing continuing or emerging trends, and explicating the nearly unprecedented uncertainty of schools’ economic and social environment. More specifically, these actions by the authors resulted in the following changes to this edition:
• Carefully parsed text, often significantly rewritten in both content and form.
• Cutting-edge research written into the text itself on the impacts of money on student learning outcomes.
• New and expanded chapter-by-chapter annotations that point readers to current resources, many of which are available online, and that explain key concepts in greater detail.
• Elimination of some text data and figures that either no longer fit current economic trends or that tend to become dated too quickly—notwithstanding, the text is still heavily data-driven since a deep grasp of school funding requires familiarity and comfort with fiscal data.
• Addition of many new comprehensive tables, along with expanded and updated tables that were carried forward from the previous edition. Where appropriate, 50 state tables are provided for easy cross-state comparisons.
• Addition of many new, visually appealing graphs and charts that distill complex information into an easy-to-understand format.
• New concepts that have gained traction since the last edition of this book, such as environmental sustainability.
• Updated, parsed, and enhanced web resources and recommended resources that are carefully aligned with the key concepts and content of each chapter. In addition, these features provide helpful support for the portfolio exercises. Most of the recommended readings are available online.
• Updated PowerPoints available for download. This feature is fully manipulable by professors so that chapter-tailored presentations can be created that cover the text material, as well as allowing for customization to any given state in the United States.
• Updated downloads that include several chapter-based interactive figures from the text for what-if scenarios—e.g., salary costing and enrollment forecasting, along with other figures from the text that can be projected in large detail on a screen.
Finally, the chapter on site-based leadership has been eliminated since that trend has largely faded. The book is now shorter, but with a new Chapter 12 focused on reviewers’ request that more discussion be included on the controversial topic of school choice. As before, the book concludes with positive words about the future, as—in the end—we as authors deeply believe in public education and the democratic ideal, and we will never be dissuaded from the American dream despite the fury of opposing anti-democratic and dictatorial forces. We wish the same for you.