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Education Restated: Getting Policy Right on Accountability, Teacher Pay, and School Choice offers the education policy community a roadmap for change in three hot-button policy areas. In each of these areas policy has been anchored around the wrong core values. By putting the right core values at the heart of policy, state governments can create more favorable conditions for education improvement at the local level. Education Restated takes a pragmatic approach to policy change, recognizing that the forces that created today’s policies have not gone away—and that on complex issues there are legitimate competing interests. This book harmonizes the best ideas of opposing policy camps and identifies opportunities to strengthen connections between K-12 and early childhood. For advocates seeking common ground with historical adversaries, Education Restated provides some ideas on where they might find it.
"When we think of educational inequalities, money often seems to be an obvious way of fixing them. After all, how else can schools be improved but through an influx of resources, be they aimed at updating old facilities, purchasing computers, or even acquiring new textbooks? But as Roseann Liu argues in "Designed to Fail," even when schools do get desperately needed funding, much is broken about the way that resources are allocated, even when we account for socioeconomic inequality. Liu sets out to show that even when you account for a full range of socioeconomic statuses, white kids are getting more school funding per pupil than Black and Brown kids. Looking to battles over school funding in Pennsylvania, she sets out to show the legal and social reasons why racial inequality in education is so deeply entrenched. Liu shows that in Pennsylvania, as in several other states, one policy, officially referred to as "hold harmless" by politicians and "hold harmful" by antiracist advocates, guarantees that school districts receive at least as much money as they received during a baseline year, regardless of increases or decreases to student enrollment. This means that poor white rural areas that have seen declining student populations are still getting funding for more students than they currently serve, while expanding Black and Brown urban districts are squeezed. But advocates have learned that they can't win if they talk about race. From lawyers to activists to school superintendents, the people with the most power have watched as arguments based on race failed. In light of these failures, Liu calls for a reparations framework of school funding goes beyond redistributive approaches by not only accounting for current inequities of funding, but also reckoning with the compounded effects of intergenerational racism. This call makes for a book that is far more than a local history of school inequality"--
A groundbreaking guide to “how you can get the most value for your money . . . If you don’t want to waste a decade languishing in student debt, this is the book” (Zac Bissonnette, New York Times–bestselling author of Debt-Free U). There’s a better way to do college. The radically counter-cultural truth is that students don’t have to be totally dependent on Mom, Dad, or Uncle Sam to get the most out of college. Graduation on a solid financial foundation is possible. But it will require intentionality, creativity, hard work, and a willingness to delay gratification. Alex Chediak gets into the nitty-gritty of how to get work and make money during the college years, pay off any loans quickly, spend less, save more, and stay out of debt for good. He also unpacks how to transition from college into career, honor God while achieving financial independence, and use your finances to make a positive, eternally significant difference in the lives of others. As a young engineering professor with an aptitude for finances and money management, Chediak has become particularly concerned with the financial health of young adults, especially in light of the ever-increasing costs of college. In Beating the College Debt Trap he does something about this problem—addressing the real-world financial issues faced by those in their late teens and early twenties with clarity, practical help, lots of illustrations, and a little humor, while conveying a distinctly Christian perspective.
How might school funds be spent more effectively in today’s uncertain environment? This up-to-date volume explores a range of ideas to help schools and districts better manage their resources, including: how to rethink staffing and management to get more value for employee compensation; how policymakers might revisit pension arrangements in ways that control costs while putting more teacher compensation in the form of take-home pay; how educators and policymakers can leverage technology as a performance-enhancer and not just a cost-cutting opportunity; and how districts might frame spending options differently in order to more properly assess the needs and preferences of students and families. As American education enters the next decade of challenges, including shortfalls due to the COVID-19 pandemic, Getting the Most Bang From the Education Buck will be a valuable guide for how to spend dollars wisely and well. Contributors: Chad Aldeman, Bryan Hassel, Emily Hassel, Matthew Ladner, Nathan Levenson, Michael Q. McShane, Scott Milam, Karen Hawley Miles, Katie Morrison-Reed, Marguerite Roza, Carrie Stewart, and Adam Tyner. “Finally, a book that gets beyond the academic debate about whether money matters in education (spoiler alert: It does) to offer suggestions for how to make scarce education dollars matter more. This book offers practical solutions to real-world problems like outdated staffing models, declining enrollments, and increasing special education costs, along with frameworks for tackling other tough resource-allocation challenges.” —Carrie Conaway, senior lecturer on education, Harvard Graduate School of Education
Organizational Behavior for School Leadership provides a theoretical and practical framework to help emerging leaders build the mental models they need to be effective. Presenting traditional, modern, and contemporary perspectives, each chapter offers opportunities for readers to reflect on the ideas and apply their leadership perspective and skills to their own work settings. In this way, this important book helps graduate students in educational leadership understand organizational situations and circumstances, an essential step in making appropriate decisions about people, school operations, and the community that generate improved student and teacher outcomes. Special features include: Guiding questions—chapter openers to initiate student thinking. Case studies and companion rubrics—engage students in applying content to real-life school scenarios with guiding rubrics to help think through answers. Reflections and relevance—interactive learning activities, simulations, and graphic assignments deepen readers' understanding. PSEL Standards—each chapter aligns with the 2015 Professional Standards for Educational Leaders. Companion website—includes case studies and rubrics, supplementary materials, additional readings, and PowerPoint slides for instructors.
The book answers the questions of how and where America educates its leading chief executive officers. Where are America’s top executives educated? What do they study? Do they typically attend the nation’s most elite colleges? Or do they, like millions of other students, choose colleges because of reasons like proximity, cost, and state pride? How important are advanced degrees to their success? Is the MBA a prerequisite for becoming a CEO? I address these questions based on a study of 344 of the country’s highest profile CEOs selected to represent a wide range of organizations and businesses. The book will establish a theme that the majority of America's most high-powered CEOs did not attend elite colleges/universities or earn an MBA or graduate from highly selective institutions. Certainly, a significant number did so and were advantaged by the opportunity, but more often they were able to fashion for themselves a high-quality education at a rich array of institutions - public and private, regional and flagship, small and large, religious and secular. What proves more important than what colleges these leading executives attended, is the kinds of deep relationships and mentored experiences they developed. I illuminate these experiences through several vignettes in each chapter.