Volume 30, No. 3
Winter 2005
CONTENTS
ARTICLES
What Different Benchmarks Suggest About How
Financially Attractive It Is to Teach in Public Schools
DAN GOLDHABER, Research Associate Professor in the
University of Washington’s Evans School of Public Affairs and
an affiliated scholar of the Urban Institute’s Education Policy Center
and DANIEL PLAYER, Graduate Student in the University of
Washington Department of Economics 211
A Financial Condition Indicator System for School Districts:
A Case Study of New York
SALWA AMMAR, Professor of Business Administration,
LeMoyne College at Syracuse University, WILLIAM DUNCOMBE,
Professor of Public Administration in the Center for Policy Research
at Syracuse University, BERNARD JUMP, Professor of Public
Administration in the Center for Policy Research at Syracuse University,
and RONALD WRIGHT, Professor of Business Administration in the
LeMoyne College at Syracuse University 231
The Emerging Shape of Educational Adequacy:
From Theoretical Assumptions to Empirical Evidence
BRUCE D. BAKER, Associate Professor in the Department of
Teaching and Leadership at the University of Kansas 259
The Journey to Adequacy: The DeRolph Saga
SANDRA K. MCKINLEY, Assistant Professor at the University of Toledo 288
COMMENT
Ohio's School Funding Litigation Saga: More Money and Some New
Buildings but the Same Unconstitutional School Funding Structure
WILLIAM L. PHILLIS, Executive Director of the Ohio Coalition
for Equity and Adequacy of School Funding 313
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