ERIC Number: ED454307
Record Type: Non-Journal
Publication Date: 2001-Jun-11
Reference Count: N/A
Why More Money Will Not Solve America's Education Crisis. The Heritage Foundation Backgrounder No. 1448.
Johnson, Kirk A.; Kafer, Krista
This report suggests that despite increases in federal, state, and local spending on education, academic achievement scores do not reflect similar increases. Education dollars have funded education "fads" promoted as cure-alls for lackluster educational achievement. Because research finds that increasing funding for such programs will not produce better results, structural reform may be needed to improve American schools. The paper recommends that Congress adopt a results-oriented approach rather than funding every program that is proposed, noting that rather than reauthorizing old programs, House and Senate conferees should incorporate flexibility in the education spending bill to enable reform-minded state leaders to administer program funds as they see best to raise achievement. In exchange for this flexibility, states should be required to sign performance agreements with the U.S. Department of Education. States could employ research-based methods to raise academic achievement for all students. House and Senate conferees should consider the President's proposal to establish charter states and school choice initiatives. Research indicates that: school choice raises achievement regardless of socioeconomic background; increased competition resulting from choice spurs traditional public schools to reform to improve achievement; and with school choice, public schools gain additional funds to spend on their own students. (SM)
Descriptors: Academic Achievement, Educational Change, Educational Finance, Educational Improvement, Elementary Secondary Education, Federal Aid, Federal Government, Private Education, Public Education, School Choice, State Aid
Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002-4999. Tel: 202-546-4400. For full text: http://www.heritage.org.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Heritage Foundation, Washington, DC.