To What Ends and By What Means: The Social

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.

Foreword	p. vii
Acknowledgments	p. xi
Why a Social Justice Framing of School Finance-And Why Now?	p. 1
The Social Justice Implications of Contemporary School Finance Theory
A Political Theory of Social Justice in American Schools	p. 9
Critical Race Theory and Human Capital Theory: Framing the Discourse on the Nexus of Social Justice and Education Finance	p. 35
Measuring Educational Productivity in the Face of Social Justice Influences: A Discussion of the Efficacy of Relative Economic Efficiency for Determining School Improvement Factors	p. 59
Adequacy Revisited: A Critique of Prominent Conceptualizations of School Finance Standards	p. 85
The Social Justice Implications of Contemporary School Finance Policy
Cycling On in Cultural Deficit Thinking: California School Finance and the Possibilities of Critical Policy Analysis	p. 107
The Resource Implications of NCLB for the Recruitment, Preparation, and Retention of Highly Qualified Teachers for English Learners in California	p. 145
Investing in Student Lives Outside of School to Increase Achievement Inside Schools	p. 161
On the International Dimension of Education and Social Justice	p. 189
Toward a Vision of Social Justice Frameworks in School Finance	p. 207
Editors and Contributors	p. 215
Index	p. 219
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To What Ends and By What Means: The Social Justice Implications of Contemporary School Finance Theory and Policy

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