Downey’s editorial cites research in NC showing that the most effective expenditure of public funds in relation to achievement is that spent in the classroom.
In their High School Resource Allocation Study, Henry and Charles Thompson of East Carolina University found that money spent in the regular classroom produced far greater achievement than money spent on after-school programs, summer school or Saturday classes.
In fact, spending on supplemental programs outside the classroom —- including guidance counseling and psychological services —- was linked to lower student test scores
Can you construct an evaluation model that would systematically record classrrom expenditures school-by-school (which would then aggregate to district, system, state) to validate this finding?
