, Volume 12, Issue 1, pp 121-130,
Open Access This content is freely available online to anyone, anywhere at any time.
Date: 21 Oct 2010

Rethinking school funding, resources, incentives, and outcomes

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How does money matter to schooling? Rethinking school funding, resources, and outcomes

W. Norton Grubb

W. Norton Grubb is the David Gardner Chair in Higher Education at the University of California, Berkeley, and the faculty coordinator of the Principal Leadership Institute. One of his recent books is The Money Myth: School Resources, Outcomes, and Equity (Russell Sage Foundation, 2009) from which this article is drawn.

The relationship between money and schooling is puzzling. On the one hand, everyone wants more money, particularly when they set out to reform schools. On the other hand, the relationship between spending and outcomes is weak, both in general and in specific cases where governments have increased spending for school improvement but failed to get much. We need a new approach in place of the fixation on revenues and expenditures in conventional school finance.

My approach starts with the obvious point that money does not educate children. Teachers with particular instructiona