Abstract
This article reports findings in the latest of a series of investigations at Stanford University under the direction of H. Thomas James focusing upon the financing of American public education. This particular study sought to determine what impact variables representative of key governmental arrangements have upon school expenditures in large cities. From the data collected, the author concludes that govern mental considerations have a minimal effect on expenditures, the pri mary determinants being ability to pay for education and demand for education. Mr. Garms is administrative officer of the Stanford Center for Research and Development in Teaching.
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