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Equity and Adequacy in Education Finance, Issues and Perspectives
reviewed by William H. Clune - 2001
 Title: Equity and Adequacy in Education Finance, Issues and Perspectives
Author(s): Helen Ladd, Rosemary Chalk, and Janet S. Hansen, Editors
Publisher: National Academy Press, Washington
ISBN: 0309065631, Pages: 316, Year: 1999
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This book is composed of eight background chapters by authors distinguished in the fields of equity and adequacy in school finance. The chapters were commissioned by the Committee on Education Finance of the National Research Council (NRC), under contract with the Department of Education, as part of a larger study requested by the United States Congress. The full report of the Committee has been issued as another book, Making Money Matter (1999), also available on the National Academy Press web site. The question posed to the Committee was: "How can education finance systems be designed to assure that all students achieve high levels of learning and that education funds are raised and used in the most efficient and effective manner possible?" If the question sounds different from the way the central question about school finance would have been posed twenty-five years ago, it is—as reflected in this statement in the Introduction: Spending disparities, especially those within states, have inspired education finance reform efforts for decades. .... (preview truncated at 150 words.)
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- William Clune
University of Wisconsin-Madison
E-mail Author
William H. Clune is Emeritus Professor of Law at the University of Wisconsin Law School, Director of the Policy Group of the National Institute for Science Education, and a senior researcher of the Consortium for Policy Research in Education (CPRE). His past research has included school finance, school law, implementation, special education, public employee interest arbitration, school site autonomy, effects of high school graduation requirements, upgrading of the high school curriculum in math and science, and systemic educational policy. His present research includes "program adequacy" (the cost and implementation structure needed to reach high minimum levels of student achievement in low-income schools) and systemic policy in math and science education.
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