This unique collection examines the social justice implications of contemporary economic, finance, and budgeting policies affecting the K-12 education system in the United States. The authors included in this volume provide critiques and explorations of several established theories and policy approaches that undergird contemporary thinking in the field of school finance. These explorations offer themselves as foundations for building new frameworks to understand how school finance policies might better support broader changes needed to improve the educational conditions faced by those individuals and groups traditionally underrepresented in economic, political, and social policy arenas.
Introduction Part 1: Social Justice Implications of Contemporary School Finance Theory 1. A Political Theory of Social Justice in American Schools 2. Critical Race Theory A Priori to Human Capital Theory: Framing the Discourse on the Nexus Between Social Justice & Education Finance 3. Measuring Educational Productivity in the Face of Social Justice Influences: A Discussion of the Efficacy of Relative Economic Efficiency for Determining School Improvement Factors 4. Adequacy Revisited: A Critique of Prominent Conceptualizations ofSchool Finance Standards Part 2: Social Justice Implications of Contemporary School Finance Policy 5. Cycling on in Cultural Deficit Thinking: California School Finance and the Possibilities of Critical Policy Analysis 6. Resource Implications of NCLB for the Recruitment, Preparation, and Retention of Highly Qualified Teachers for English Learners in California 7. Investing in Student Lives Outside of School to Increase Achievement Inside Schools 8. On the International Dimension of Education and Social Justice 9. Conclusion: Toward a Vision of Social Justice Frameworks in School Finance