The writers demonstrate that the relationship between more money and student achievement depends on how student performance is measured. Researchers using standardized test scores generally have not found a statistically significant relationship between the scores and total pupil expenditures. Practitioners can easily fault the methodology of much of this research. Moreover, part of this work is only for the mathematically brave or those who love statistical formulas. Still, it is worth reading to become better informed.
All children can learn.
Educators everywhere recite this mantra. It is reinforced by positive affirmations that students recite and by graphics displayed in hallways and on stationery. High expectations are set and small gains noted. The authors conclude that some children in the program are still not achieving at high levels, and that we therefore need stronger early interventions. Educators who are oriented to curricular issues and those most concerned with teaching methods for elementary school students will both appreciate this book.