"The volume is unique in that it weaves theoretical discussions and interventions into existing school finance literature with careful empirical tests of the author's hypotheses with data from the National Educational Longitudinal Survey."
-CHOICE

"Original analysis that provides considerable insights into ways of improving education by using school resources in wiser and more sophisticated ways. The Money Myth shares a powerful conceptual approach with intriguing empirical results."
-HENRY M. LEVIN, William H Kilpatrick Professor of Economics and Education, Columbia University

"During the past decade, dozens of economists have refocused on education finance policy analysis but most of their analyses are based on large data sets of macro-variables and provide little insight into what works. Norton Grubb's new book, The Money Myth, stands out in this sea of analysis by going inside the black box of districts and schools to determine what factors such as teacher quality, curriculum, leadership, and school structure actually impact student performance. Though more work needs to be done, it is these kinds of micro-analyses that will move our knowledge forward about what resources matter to student and school performance."
-ALLAN ODDEN, professor of educational leadership and policy analysis, and, codirector, Strategic Management of Human Capital (SMHC), Consortium for Policy Research in Education (CPRE)

"The Money Myth does a masterful job of opening up the 'black box' of public schools-providing a convincing analysis of why increased per-pupil spending in U.S. schools has not lead to improved educational outcomes. The answer lies in identifying different types of resources that matter- such as instructional practices and school climate-resources that are not necessarily related to money. Norton Grubb shows how understanding which resources are effective in improving student outcomes can help explain and address the persistent problem of ethnic and racial inequality and the difficulty of educational reform, particularly high school reform."
-RUSSELL W. RUMBERGER, professor, Gervirtz Graduate School of Education, University of California, Santa Barbara

Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America’s schools lie in factors other than fiscal support. Fundamental differences in resources other than money—for example, in leadership, instruction, and tracking policies—explain the deepening divide in the success of our nation’s schoolchildren.

The Money Myth establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, Grubb makes a crucial distinction between “simple” resources and those “compound,” “complex,” and “abstract” resources that cannot be readily bought. Money can buy simple resources—such as higher teacher salaries and smaller class sizes—but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. Grubb finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low-performing students—particularly minorities—to vocational, remedial, and special education tracks. So even in well-funded schools, resources may never reach the students who need them most. Grubb also finds that innovation in the classroom has a critical impact on student success. Here, too, America’s schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to “engaged learning,” using varied pedagogical approaches.

Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted “off the shelf” curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills.

Grubb shows that infusions of money alone won’t eradicate inequality in America’s schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, The Money Myth gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem.

W. NORTON GRUBB is David Pierpont Gardner Professor in Higher Education and faculty coordinator of the Principal Leadership Institute at the University of California, Berkeley.

A significant and eye-opening examination of the current state of the testing movement in the United States, where more than 150 million standardized intelligence, aptitude, and achievement tests are administered annually by schools, colleges, business and industrial firms, government agencies, and the military services. Despite widespread acceptance of these ability tests, there is surprisingly little systematic information about their use or effect. This book examines, raises questions about, and points the way to needed research on ability testing. It considers the possible social, legal, and emotional impact on society, the groups and organizations that make use of the tests, and the individuals who are directly affected by the results.

DAVID A. GOSLIN is staff sociologist at the Russell Sage Foundation and author of The School in Contemporary Society.

"[Families That Work] is most valuable for its extensive and up-to-date tabulations, by country, of family-related practices and policies .... A prodigious work of scholarship in a growing and important interdisciplinary field."
-MONTHLY LABOR REVIEW

"Janet Gornick and Marcia Meyers have written a lively and accessible book, combining a high level of expertise on American social policy with an equally high level of knowledge of European and Canadian social policy. It is rare to find both in a single book. Moreover, they argue convincingly that, over the next several years, expansion of work-family policy in the United States is very likely. When American policymakers finally get serious about enacting paid family leave and universal pre- kindergarten programs, they should turn to this book for crucial lessons in policy design and for forecasts of policy impacts based on other nations' experiences. This will become a key resource in the field of family policy design for many years to come."
-TIMOTHY M. SMEEDING, Maxwell Professor of Public Policy, professor of economics and public administration,
and director, Center for Policy Research, Syracuse University

"The best guide in the world to family policies the United States sorely needs. Janet Gornick and Marcia Meyers argue persuasively that greater public support and reformed employment practices could benefit children and promote more equal sharing of care responsibilities. Their startling comparisons of European and U.S. programs reveal complex interactions between the labor market, the family, and the state. They also bring hopeful fantasies down to realistic earth."
-NANCY FOLBRE, professor of economics, University of Massachusetts

"Families That Work shows us how government policies could help parents combine paid work and caring for children. The harder question is whether we can do it in a way that reduces rather than exacerbates gender inequality. Janet Gornick and Marcia Meyers say yes, and present the most compelling evidence ever assembled. Read this excellent book."
-PAULA ENGLAND, professor of sociology and faculty fellow, Institute for Policy Research, Northwestern University

Parents around the world grapple with the common challenge of balancing work and child care. Despite common problems, the industrialized nations have developed dramatically different social and labor market policies—policies that vary widely in the level of support they provide for parents and the extent to which they encourage an equal division of labor between parents as they balance work and care. In Families That Work, Janet Gornick and Marcia Meyers take a close look at the work-family policies in the United States and abroad and call for a new and expanded role for the U.S. government in order to bring this country up to the standards taken for granted in many other Western nations.

In many countries in Europe and in Canada, family leave policies grant parents paid time off to care for their young children, and labor market regulations go a long way toward ensuring that work does not overwhelm family obligations. In addition, early childhood education and care programs guarantee access to high-quality care for their children. In most of these countries, policies encourage gender equality by strengthening mothers’ ties to employment and encouraging fathers to spend more time caregiving at home. In sharp contrast, Gornick and Meyers show how in the United States—an economy with high labor force participation among both fathers and mothers—parents are left to craft private solutions to the society-wide dilemma of “who will care for the children?” Parents—overwhelmingly mothers—must loosen their ties to the workplace to care for their children; workers are forced to negotiate with their employers, often unsuccessfully, for family leave and reduced work schedules; and parents must purchase care of dubious quality, at high prices, from consumer markets. By leaving child care solutions up to hard-pressed working parents, these private solutions exact a high price in terms of gender inequality in the workplace and at home, family stress and economic insecurity, and—not least—child well-being. Gornick and Meyers show that it is possible–based on the experiences of other countries—to enhance child well-being and to increase gender equality by promoting more extensive and egalitarian family leave, work-time, and child care policies.

Families That Work demonstrates convincingly that the United States has much to learn from policies in Europe and in Canada, and that the often-repeated claim that the United States is simply “too different” to draw lessons from other countries is based largely on misperceptions about policies in other countries and about the possibility of policy expansion in the United States.

JANET GORNICK is associate professor of political science at Baruch College, and the Graduate Center, City University of New York.

MARCIA K. MEYERS is associate professor of social work and public affairs, University of Washington.

Survey research was for a long time thought of primarily as a sociological tool. It is relatively recently that this research method has been adopted by other social sciences and related professional disciplines. The amount and quality of its use, however, vary considerably from field to field. This volume describes the elementary logic of survey design and analysis and provides, for each discipline, an evaluation of how survey research has been used and conceivably may be used to deal with the central problems of each field.

CHARLES Y. GLOCK is director of the Survey Research Center at the University of California, Berkeley.

Provides the first major effort to test the rules and regulations that underlie current practices in union elections and, at the same time, explores the role played by the National Labor Relations Board in regulating these elections. The book reports the findings of an empirical field study of thirty-one union representation elections involving over 1,000 employees to determine their pre-campaign attitudes, voting intent, actual vote, and the effect of the campaign on voting. It focuses on campaign issues, unlawful campaigning, working conditions, demographic factors, job-related variables, and other topics.

JULIUS G. GETMAN is professor of law at Stanford and Indiana Universities.

STEPHEN B. GOLDBERG is professor of law at Northwestern University.

JEANNE B. HERMAN is associate professor of organizational behavior at the Graduate School of Management, Northwestern University.

“Low-Wage Work in the Wealthy World is an exceptionally valuable book for scholars, policy makers, and general readers. An outstanding cross-country group of scholars use a powerful comparative methodology to examine the size, causes, and consequences of low-wage labor markets in the United States and five European countries. These analyses reveal the complexity of the subject, but make it very clear that the fact that the United States has a larger low-wage labor market than any of these countries is the result of policies and institutions, not, as many economists assume, an inevitable tradeoff between job quality and the number of jobs. After all, these analysts show, global competition affects all economies, but low-wage workers vary from 25 percent of the U.S. work force to 8.5 percent of Denmark’s.”
—Ray Marshall, former U.S. Secretary of Labor and Audre and Bernard Rapoport Centennial Chair in Economics and Public Affairs, University of Texas at Austin 

“Low-Wage Work in the Wealthy World is poised to become the definitive study of low-paid employment in rich countries. This first-rate team of researchers, assembled by the Russell Sage Foundation, pairs an innovative research design—the systematic comparison of five low-paying industries across six high-income countries—with meticulous empirical work. The study incorporates multiple dimensions of low-paid work, blending qualitative and quantitative indicators, to produce an often-surprising portrait of variation across six democracies. yet these researchers’ larger contribution is their assessment of the institutional underpinnings of the prevalence, nature, and effects of low-paying work. They persuasively establish that several institutions ‘matter,’ including industrial relations systems, minimum wages, employment and product market regulations, and diverse social policies targeted on workers. Labor market scholars and policymakers everywhere will be challenged to consider the ways in which country-specific institutional reforms could reduce the incidence of low-paid work, raise its quality, and lessen its problematic consequences.”
—Janet Gornick, director, Luxembourg Income Study, and professor of political science and sociology, Graduate Center, CUNY

As global flows of goods, capital, information, and people accelerate competitive pressure on businesses throughout the industrialized world, firms have responded by reorganizing work in a variety of efforts to improve efficiency and cut costs. In the United States, where minimum wages are low, unions are weak, and immigrants are numerous, this has often lead to declining wages, increased job insecurity, and deteriorating working conditions for workers with little bargaining power in the lower tiers of the labor market. Low-Wage Work in the Wealthy World builds on an earlier Russell Sage Foundation study (Low-Wage America) to compare the plight of low-wage workers in the United States to five European countries—Denmark, France, Germany, the Netherlands, and the United Kingdom—where wage supports, worker protections, and social benefits have generally been stronger. By examining low-wage jobs in systematic case studies across five industries, this groundbreaking international study goes well beyond standard statistics to reveal national differences in the quality of low-wage work and the well being of low-wage workers.

The United States has a high percentage of low-wage workers—nearly three times more than Denmark and twice more than France. Since the early 1990s, however, the United Kingdom, the Netherlands, and Germany have all seen substantial increases in low-wage jobs. While these jobs often entail much the same drudgery in Europe and the United States, quality of life for low-wage workers varies substantially across countries. The authors focus their analysis on the “inclusiveness” of each country’s industrial relations system, including national collective bargaining agreements and minimum-wage laws, and the generosity of social benefits such as health insurance, pensions, family leave, and paid vacation time—which together sustain a significantly higher quality of life for low-wage workers in some countries.

Investigating conditions in retail sales, hospitals, food processing, hotels, and call centers, the book’s industry case studies shed new light on how national institutions influence the way employers organize work and shape the quality of low-wage jobs. A telling example: in the United States and several European nations, wages and working conditions of front-line workers in meat processing plants are deteriorating as large retailers put severe pressure on prices, and firms respond by employing low-wage immigrant labor. But in Denmark, where unions are strong, and, to a lesser extent, in France, where the statutory minimum wage is high, the low-wage path is blocked, and firms have opted instead to invest more heavily in automation to raise productivity, improve product quality, and sustain higher wages. However, as Low-Wage Work in the Wealthy World also shows, the European nations’ higher level of inclusiveness is increasingly at risk. “Exit options,” both formal and informal, have emerged to give employers ways around national wage supports and collectively bargained agreements. For some jobs, such as room cleaners in hotels, stronger labor relations systems in Europe have not had much impact on the quality of work.

Low-Wage Work in the Wealthy World offers an analysis of low-wage work in Europe and the United States based on concrete, detailed, and systematic contrasts. Its revealing case studies not only provide a human context but also vividly remind us that the quality and incidence of low-wage work is more a matter of national choice than economic necessity and that government policies and business practices have inevitable consequences for the quality of workers’ lives.

JÉRÔME GAUTIÉ is professor of economics at the University of Paris 1 Panthéon-Sorbonne.

JOHN SCHMITT is senior economist with the Center for Economic and Policy Research in Washington, D.C.

CONTRIBUTORS: Eileen Appelbaum, Rosemary Batt, Peter Berg, Annette Bernhardt, Gerhard Bosch, Francoise Carre, Laura Dresser, Jacob Eskildsen, Damian Grimshaw, Klaus G. Grunert, Karen Jaehrling, Susan James, Caroline Lloyd, Geoff Mason, Ken Mayhew, Philippe Mehaut, Philip Moss,  Wiemer Salverda, Chris Tillly, Marc Van Der Meer, Maarten Van Klaveren, Achim Vanselow, Dorothea Voss-Dahm, Chris Warhurst, Claudia Weinkopf, Niels Westergaard-Nielsen.

A Volume in the RSF Case Studies of Job Quality in Advanced Economies

In the United States, rates of divorce and out-of-wedlock childbirth are climbing so dramatically that over half of the next generation is likely to spend part of its childhood in single-mother families. As many as half of these families will live in poverty, caused in large measure by the failure of current government regulations to secure adequate child support from absent parents and to assure minimum support when parents cannot provide it. Assuring Child Support introduces the Child Support Assurance System, a remedy to this problem that is both feasible and affordable, a practical reform that is within the nation's grasp.

"An extremely well-written and provocative book." —Eastern Economic Journal

IRWIN GARFINKEL is Mitchell I. Ginsberg Professor of Contemporary Urban Problems at Columbia University School of Social Work.

Age discrimination and its corollary, mandatory retirement, are modern legal issues, barely a generation old. In this concise and readable report, Lawrence Friedman explores the apparently sudden emergence of a field of law that pertains mainly to the elderly and middle-aged.

Friedman traces the brief but fascinating social, legislative, and judicial history of age discrimination law and of the laws addressing mandatory retirement. Both histories contain paradoxes and contradictions; both seem simultaneously to make an issue of "age" and to demand a kind of age neutrality, reflecting broad recent changes in American culture. Both histories are intricately bound up with other legal issues—age discrimination with race and sex discrimination; mandatory retirement with the development of pension plans and other social insurance systems. Friedman speculates on the impact of these new laws, illuminating through his analysis the complex phenomenon of "legalization," or the penetration of legal norms into ever more areas of life.

Finally, Friedman offers a provocative conclusion in which he suggests that laws on age discrimination and retirement—laws that appear to have a less extensive social background than one would expect—may in fact be "stand-in" laws for vague but powerful social norms not yet recognized in the legal system.

Your Time Will Come is the first new volume in a special paperback series entitled Social Research Perspectives: Occasional Reports on Current Topics. These Perspectives represent a revival of the Social Science Frontiers series published by the Foundation from 1969 to 1977 and will again offer short, timely, and accessible reports on various aspects of social science research.

LAWRENCE M. FRIEDMAN is Marion Rice Kirkwood Professor of Law at Stanford University.

A Volume in the the Russell Sage Foundation's Social Science Perspectives Series

The well-being of individuals routinely depends on their success in obtaining goods and avoiding burdens distributed by society. Local Justice offers the first systematic analysis of the principles and procedures used in dispensing "local justice" in situations as varied as the admission of students to college, the choice of patients for organ transplants, the selection of workers for layoffs, and the induction of men into the army. A prominent theorist in the field of rational choice and decision making, Jon Elster develops a rich selection of empirical examples and case studies to demonstrate the diversity of procedures used by institutions that mete out local justice. From this revealing material Elster fashions a conceptual framework for understanding why institutions make these crucial allocations in the ways they do.

Elster's investigation discloses the many complex and varied approaches of such decision-making bodies as selective service and adoption agencies, employers and universities, prison and immigration authorities. What are the conflicting demands placed on these institutions by the needs of applicants, the recommendations of external agencies, and their own organizational imperatives? Often, as Elster shows, methods of allocation may actually aggravate social problems. For instance, the likelihood that handicapped or minority infants will be adopted is further decreased when agencies apply the same stringent screening criteria—exclusion of people over forty, single parents, working wives, and low-income families—that they use for more sought-after babies.

Elster proposes a classification of the main principles and procedures used to match goods with individuals, charts the interactions among these mechanisms of local justice, and evaluates them in terms of fairness and efficiency. From his empirical groundwork, Elster builds an innovative analysis of the historical processes by which, at given times and under given circumstances, preferences become principles and principles become procedures. Local Justice concludes with a comparison of local justice systems with major contemporary theories of social justice—utilitarianism, John Rawls's A Theory of Justice, Robert Nozick's Anarchy, State, and Utopia—and discusses the "common-sense conception of justice" held by professional decision makers such as lawyers, economists, and politicians. The difference between what we say about justice and how we actually dispense it is the illuminating principle behind Elster's book.

A perceptive and cosmopolitan study, Local Justice is a seminal work for all those concerned with the formation of ethical policy and social welfare—philosophers, economists, political scientists, health care professionals, policy makers, and educators.

JON ELSTER is Edward L. Ryerson Distinguished Service Professor of Political Science and Philosophy at the University of Chicago.

"This rigorous but readable collection of essays offers penetrating analyses of the changes in earnings and working conditions over the past generation, along with diverse proposals for addressing the challenges of change. These essays are a valuable point of reference for policies designed to improve the well-being of American workers."
-WILLIAM A. GALSTON, University of Maryland

"Few people know more, care more, or think more practically about the struggles and aspirations of the working poor than David Ellwood and the authors of this volume. This book is a clear and eloquent call for a national commitment to a simple moral proposition: Americans who work ought not to be poor. The authors offer remedies that cut through the ideological barriers and political bickering that so often block the quest for solutions. May both parties, and all citizens, take this book to heart."
-E.J. DIONNE, Author of Why Americans Hate Politics

The nature of work in the United States is changing dramatically, as new technologies, a global economy, and more demanding investors combine to create a far more competitive marketplace. Corporate efforts to respond to these new challenges have yielded mixed results. Headlines about instant millionaires and innovative e-businesses mingle with coverage of increasing job insecurity and record wage gaps between upper management and hourly workers. A Working Nation tracks the profound implications the changing workplace has had for all workers and shows who the real economic winners and losers have been in the past twenty-five years.

A Working Nation sorts fact from fiction about the new relationship between workers and firms, and addresses several critical issues: Who are the real winners and losers in this new economy? Has the relationship between workers and firms really been transformed? How have employees become more integrated into or disconnected from corporate strategies and performance? Should government step into this new economic reality and how should it intervene?

Among the topics investigated, David T. Ellwood explores and explains the apparent paradox between the steady rise in per capita national income and the stagnant wages of middle- and working-class workers. Douglas Kruse and Joseph Blasi study relative changes in long-term vs. temporary work, and evaluate the introduction of profit-sharing schemes and high performance workplace programs. William A. Niskanen and Rebecca M. Blank, both former members of the president's Council of Economic Advisers, offer their perspectives on what direction government might take to make this a working nation for everyone. Though Niskanen and Blank take alternative approaches, they both conclude that the primary policy emphasis ought to be on the problems of the least skilled more than on inequality per se, and that a focus on childhood education and tax supports for low-income working families should be of primary concern.

A Working Nation paints a compelling and surprisingly consistent picture of today's workplace. While the booming economy has created millions of new jobs, it has also lead to an alarmingly unbalanced system of rewards that puts less-skilled, and many middle-class, workers at risk. This book is essential reading for those seeking the most efficient answers to the challenges and opportunities of the evolving economy.

DAVID T. ELLWOOD is Lucius N. Littauer Professor of Political Economy at the John F. Kennedy School of Government, Harvard University. He is also director of the Aspen Domestic Strategy Group.

REBECCA M. BLANK was a member of the Council of Economic Advisers under President Clinton. She is Henry Carter Adams Collegiate Professor of Public Policy, dean of the Gerald R. Ford School of Public Policy, and professor of economics at the University of Michigan.

JOSEPH BLASI is professor of sociology at the School of Management and Labor Relations, Rutgers University.

DOUGLAS KRUSE is professor of economics at the School of Management and Labor Relations, Rutgers University. He is also research associate  of the National Bureau of Economic Research.

WILLIAM A. NISKANEN was a member of the Council of Economic Advisers under President Reagan and is chairman of the Cato Institute.

KAREN LYNN-DYSON is associate director of the Aspen Institute’s Domestic Strategy Group.