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Op-ed

It's not how much, but how you spend the money on schools. Salt Lake Tribune, April 18, 2004

After the Kansas City experiment, I figured that nobody with a straight face would suggest "throwing money at schools."

Same Amount of Money Should Yield Better Results. San Jose Mercury News, November 23, 2003, p. 1P, 3P

California's education finance system is broken in every way, but the real story is the dismal achievement of kids in California. What needs to be fixed is not just how schools are financed, but more important how the whole K-12 educational system is organized, and especially the incentives given to schools to do better.

A False Schools ‘Fix’. . New York Post, June 30, 2003

The state of schooling in New York City returned to the news Thursday with the highest court coming down on the side that the city's schools fail to meet constitutional requirements. The court has now turned the spotlight back on the state Legislature to "fix things."

An Enormous Opportunity. Arkansas Democrat-Gazette, April 1, 2003

Arkansas is following some two dozen other states that have had to respond to a court finding that its current financing system is unconstitutional. These events are always traumatic, but—from a slightly different perspective—they offer enormous opportunity.

End Class-Size Straightjacket. Los Angeles Times, April 27, 2003, p. M2
Money Alone Will Not Fix Bad Schools. New York Daily News, January 23, 2001
Class Size Reduction: Good Politics, Bad Education Policy. High School Magazine, 6(4), January/February 1999, p. 44
Schools Need Incentives, Not More Money. Wall Street Journal, October 5, 1994
Throwing Money at Schools. Education Week, November 2, 1981

By our cultural heritage we are led to believe that the performance of students can be improved by providing more resources to the schools. This would allow schools to provide more individualized instruction, to hire more qualified teachers, and to expand program offerings. But what is often missed in current discussions is that this is exactly the experiment that we have been conducting. School expenditures per pupil, after allowing for inflation, almost doubled between 1960 and 1975. These increases led to smaller classes, more teachers with advanced degrees, more experienced teachers, and better paid teachers. But there were no concomitant improvements in student achievement.

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