Dr. Larry Miller is the President of Greenville Technical College. He was formerly a research affiliate and senior research fellow at CRPE.
This paper takes the first systematic look at costs associated with implementing personalized learning schools, how leaders of these schools choose to allocate their funds, and what it might take to make personalized learning financially sustainable on public dollars.
This blog was originally published by the National Association of Charter School Authorizers, June 5, 2014 Charter schools are leading the nation in seeking new ways to personalize learning with a blend of teacher-led and technology-based instruction.
In May 2002, CRPE produced a little publication with a huge audience. “A New Look at Inequities in School Funding: A Presentation on the Resource Variations Within Districts,” by Marguerite Roza and Karen Hawley Miles, was the most accessed publication on crpe.org for more than a year.
This fiscal analysis finds that early difficulties forecasting enrollment and revenue can undermine implementation of personalized-learning models that blend computer-based and teacher-led instruction.
This report offers the first detailed look into the financial implications for public schools embracing student-centered learning models.
Drawing on data from five large school districts, this report reveals that the nation’s main program for educating the disadvantaged, Title I, is hampered by loopholes that prevent it from fulfilling its mission.
This brief summarizes the report Strengthening Title I To Help High-Poverty Schools: How Title I Funds Fit Into District Allocation which argues that the nation’s main program for educating the disadvantaged, Title I, is hampered by loopholes that prevent it from fulfilling its mission.
This brief examines small high school costs in Denver and Seattle, analyzing each layer of district expenditures in order to get a better look at the price tag for small schools in comparison to others.
Under current budgeting practices it is difficult to assess how resources are distributed between schools and whether every school is afforded the same opportunities to meet its educational goals.