Abstract
California‘s image as a high-technology, culturally diverse, future-looking state may be in danger (Darling-Hammond, 2010) if the state continues along the path of top-down micro-management, disparate wealth-based funding and educational policies that encourage inequality and inefficiency at the same time. With funding per pupil in California equivalent to Mississippi and Guam, California will soon be hard pressed to maintain the high-tech industries, and fun-in-the-sun image as fewer and fewer of California‘s public school graduates have the skills and dispositions for the level of work needed to maintain and innovate for the future.
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Hartnett-Edwards, K. (2012). How Scripted Programs De-Professionalized the Teaching of Reading. In: Hickman, H., Porfilio, B.J. (eds) The New Politics of the Textbook. Constructing Knowledge, vol 2. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-930-5_12
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