By Jane Fowler Morse
Examines the felony and political info of faculty investment reform in long island, Vermont, and Ontario.
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Extra info for A Level Playing Field: School Finance in the Northeast
Their epistemology focuses on reproductive knowledge. 68 Funding has undergone little real reform. Legislatures sometimes cooperate with court mandates, but often they do not. 70 Since state legislatures rarely take up the banner of school finance reform of their own volition, plaintiffs have turned to the courts for redress. This raises arguments about separation of powers and judicial activism. 72 The question becomes, what level of educational opportunity— minimally adequate, excellent, or something in between—should be provided to the children of a state?
24 Indicative of the crisis for Judge Tom was that 30 percent of high school students in New York City fail to graduate. Although Judge Tom’s alarm was justified, the crisis has wider proportions than the high school graduation rate in New York City. Nevertheless, Judge Tom concurred in the majority opinion at the Appellate Division, ruling the New York funding formulae constitutional. 29 According to Education Week’s Quality Counts issues, New York was among the six states that had the most inequitable school funding in 2000, the second most inequitable in 2001, the fourteenth in 2002,30 but back to twelfth in 2003.
The only goal that would be unequivocally confirmed by test scores is the goal of exceeding the test scores of other districts or countries. This goal also fails to address the reliability and validity of the tests, as well as the educational value of the material tested. When the scores are disaggregated by poverty (of the children and of the district), they show clearly that money does matter in education. Many districts in the United States have not collected data that can be disaggregated to yield this information.