Doing School Choice Right: Preliminary Findings
This paper gives an advance report on the results of studies in the Doing School Choice Right project.
Holding Charter Authorizers Accountable: Why It Is Important and How It Might Be Done
Too many charter school authorizers aren’t fulfilling their responsibilities in providing adequate oversight for charter schools. This white paper examines the causes and consequences of poor authorizing and proposes how the problem might be fixed.
Put Learning First: A Portfolio Approach to Public Schools
This paper details the portfolio management approach—a new vision for education reform that fosters innovation, adaptability, and performance.
Brief: When Learning Counts: Rethinking Licenses for School Leaders
This Research brief summarizes the sixth and final report in the Center’s leadership series, which examines principal licensing requirements.
When Learning Counts: Rethinking Licenses for School Leaders
This report examines licensure content for principals to address whether the licenses that states require encompass the knowledge and skills principals need and how decisionmakers might rethink licenses.
Hopes, Fears, and Reality: A Balanced Look at American Charter Schools in 2005
This debut edition of Hopes, Fears, & Reality provides new data on many aspects of charter schools in the United States and examines issues and controversies surrounding reform.
Strengthening Title I To Help High-Poverty Schools: How Title I Funds Fit Into District Allocation Patterns
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.
Addressing Funding Inequities Within Districts
This is the first in a series of working papers on ways people working for the disadvantaged might use evidence about within-district spending inequalities.
Brief: Strengthening Title I To Help High-Poverty Schools: How Title I Funds Fit Into District Allocation
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.
Why Do So Few Public School Districts Use Merit Pay?
This working paper presents a principal-agent model in the context of public schools to help explain the factors that affect district decisions about merit pay.