David I. Backer, Ph.D., an associate professor at Seton Hall University’s College of Human Development, Culture, and Media, has released a thought-provoking book titled “As Public as Possible: Radical Finance for America’s Public Schools.” In this work, Backer draws on his academic expertise and personal experiences in Philadelphia to critically analyze the financial frameworks governing U.S. public schools and put forth a compelling case for equitable educational policies.
The inspiration for “As Public as Possible” emerged from Backer’s observations in Philadelphia, where he witnessed community members rally together to secure additional funding to tackle hazardous conditions like lead, mold, and asbestos in local schools. This grassroots activism prompted Backer to start writing newsletters, aimed at helping these organizers navigate the complexities of public school financing.
Reflecting on his journey, Backer noted, “I wrote from a place of not-knowing, a voice of publicly figuring out this arcane and powerful world of money for schools.” His journey led him to realize that a gap exists in public understanding of school finance, particularly concerning the financial underpinnings of school buildings, prompting him to compile his findings into a comprehensive book.
In “As Public as Possible,” Backer delves into the existing financial issues plaguing U.S. public schools and engages with the ongoing debates surrounding critical race theory and publicly funded charter schools. He posits that the prevailing educational system is the result of decades of misguided policies driven by a flawed assumption that schools can operate efficiently with limited resources—a claim Backer argues has been fundamentally disproven by research. He connects educational effectiveness directly to funding levels by advocating for investments in essential infrastructure and competitive teacher salaries, which he argues are key drivers of improved academic outcomes.
Backer calls for a radical transformation in addressing these educational disparities, highlighting the chasm between America’s professed values of democracy, citizenship, and public goods, and the material realities that schools face, such as reliance on property values. “The way our schools rely on material values,” he stated, “are completely at odds with those other values.”
To address these challenges, Backer proposes ambitious initiatives, suggesting the United States requires a “Green New Deal for Schools” or a “National Investment Authority.” Throughout his book, he outlines various policy proposals intended to foster equity among school districts, including regional tax base sharing and implementing a value-added tax at the federal level. His radical ideas aim to create a collaborative approach to funding, pooling resources to ensure that the most disadvantaged communities receive the support they need while allowing each community to contribute to its capacity.
Backer’s hope is that his readers will gain insight into the complexities of the current financial systems affecting U.S. public schools and feel empowered to advocate for a more inclusive educational system. He emphasizes that choosing between charter schools and the current institutional framework should not be the only option; instead, the goal should be to develop an education system that serves the needs of all students.
As “As Public as Possible” becomes available in both online and brick-and-mortar bookstores like Amazon and Barnes and Noble, Backer wishes for his vision to resonate with readers, illuminating pathways toward a more equitable future for America’s public schools.