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Does Money Matter?: The Effect of School Resources on Student Achievement and Adult Success (Dialogues on Public Policy S)

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ISBN-13: 978-0815712756
ISBN-10: 0815712758
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Editorial Reviews

About the Author

Gary Burtless is the John C. and Nancy D. Whitehead Chair in the Economic Studies program at the Brookings Institution.

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Product Details

  • Series: Dialogues on Public Policy S
  • Paperback: 316 pages
  • Publisher: Brookings Institution Press (July 1, 1996)
  • Language: English
  • ISBN-10: 0815712758
  • ISBN-13: 978-0815712756
  • Product Dimensions: 6 x 0.7 x 9 inches
  • Shipping Weight: 14.9 ounces (View shipping rates and policies)
  • Average Customer Review: 1.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #1,787,053 in Books (See Top 100 in Books)

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Format: Paperback
In his book, Does Money Matter: The Effect of School Resources on Student Achievement and Adult Success, Burtless (1996) compiled and analyzed research completed on the effects of financial resources on student achievement and the financial earnings of educated students. Burtless (1996) explained that Americans spend a hefty dollar on education. In 1993 alone, public spending on education amounted to $375 billion, which is approximately 6% the national income. Although I find this difficult to believe, Burtless (1996) claimed that public spending on education is much higher than what is spent on national defense or social security. Nevertheless, financial resources are not evenly distributed across all states, districts, and schools throughout the country. In fact, the gaps in public funding can be quite drastic and equitable. In the average state, ⅛ students receive $3800 less than the average student. Likewise, in the same state, ⅛ students receive $5400 more than the average students. It is no surprise that similar gaps exist in student achievement. However, Hanushek (1986) claimed that improving the financial gap by increasing financial resources will not improve the gap in student achievement.
Throughout the book, Burtless (1996) further analyzed Hanushek’s (1986) work, and compared it with research performed by Coleman (1966) and Card & Krueger (1992) in addition to others. To support the findings of Hanushek (1986), Burtless (1996) explained that since the Coleman report in 1966, it has been evident that student achievement is unrelated to economic inputs. In other words, spending has been increasing, but student achievement has not. A possible answer to the dilemma is the fact that increases in spending have been caused by advocacy of lower class sizes and increased teacher wages.
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