"...variations in per-pupil expenditure had little correlation with student outcomes." 2 of 2: Eric Hanushek, Paul Peterson, @HooverInst.
A class in mathematical geography studying earth's rotation around the sun, Hampton Institute, Hampton, Virginia
Fuente Frances Benjamin Johnston Collection (Library of Congress) - http://hdl.loc.gov/loc.pnp/cph.3b10023
Frances Benjamin Johnston (1866–1952) Blue pencil.svg wikidata:Q462707
Frances Benjamin Johnston
Nombres alternativos Frances "Fannie" Benjamin Johnston
Descripción periodista, fotógrafa y fotoperiodista estadounidense
Fecha de nacimiento/muerte 15 de enero de 1866 16 de mayo de 1952
Lugar de nacimiento/muerte West Virginia New Orleans
Control de autoridades
wikidata:Q462707: Q462707 VIAF: 27219666 ISNI: 0000 0000 8106 1649 ULAN: 500009325 Open Library: OL873717A LCCN: n85307501 WorldCat
(Reutilización de este archivo)
"…variations in per-pupil expenditure had little correlation with student outcomes." 2 of 2: Eric Hanushek, Paul Peterson, @HooverInst.
"…Coleman found that variations in per-pupil expenditure had little correlation with student outcomes. Although this was one of the key findings of the report, little attention was paid to this inconvenient fact. At the time, the Johnson administration was trumpeting a federally funded compensatory education program that was supposed to equalize educational opportunity by concentrating more funding on students living in low-income neighborhoods. But the finding gradually assumed greater importance in policy debates, as extensive subsequent research engendered by the Coleman Report reinforced this conclusion.
"A defining moment came in the 1970s, when the California Supreme Court in Serrano v. Priest decided that in order to ensure equal educational opportunity for all children, all school districts in California must spend equal amounts per pupil, instigating a wave of school-finance court cases across the country. If expenditures must be equal in order for opportunity to be equal, then the amount spent per pupil must be critically important to student learning. Despite the Coleman findings, the claim that money matters was routinely made in courtrooms in nearly every state, provoking a bevy of research on the effects of school expenditure on student achievement. This is not the place to explore a debate that has relied on a mixture of scientific evidence, professional punditry, and misleading claims. Given the fiscal stakes involved, it is hardly surprising that the conversations have been politically charged and have led to an ongoing battle under the misleading sobriquet “money doesn’t matter…."