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ERIC Number: ED515304
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 360
Abstractor: ERIC
ISBN: ISBN-978-1-9347-4265-5
Stretching the School Dollar: How Schools and Districts Can Save Money While Serving Students Best. Educational Innovations
Hess, Frederick M., Ed.; Osberg, Eric, Ed.
Harvard Education Press
Simultaneous pressures to reduce costs and increase student achievement have never been greater than they are today. Not only is cost-cutting essential in this era of tightened resources, argue Hess and Osberg, but eliminating inefficient spending is critical for freeing up resources to drive school reform. This provocative book brings together a dynamic group of authors--scholars, consultants, journalists, and entrepreneurs--who offer fresh insights into an issue no school or district can afford to ignore. Following an introduction (Frederick M. Hess), this book contains the following: (1) A Warning for All Who Would Listen--America's Public Schools Face a Forthcoming Fiscal Tsunami (James W. Guthrie and Arthur Peng); (2) What's Happening in the States (June Kronholz); (3) Now Is a Great Time to Consider the Per-Unit Cost of Everything in Education (Marguerite Roza); (4) Managing for Results in America's Great City Schools (Michael Casserly); (5) The Efficient Use of Teachers (Steven F. Wilson); (6) More Productive Schools Through Online Learning (John E. Chubb); (7) Large-Scale Cost Cutting and Reorganizing (Jill Corcoran, Reginald Gilyard, Lane McBride, and Jamal Powell); (8) Investing in Improvement--Strategy and Resource Allocation in Public School Districts (Stacey Childress); (9) First-Person Tale of Cost-Cutting Success (Nathan Levenson); (10) Overcoming the Political Barriers to Change (Martin R. West); and (11) Conclusion (Eric Osberg).
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education