At CRPE, our previous finance research centered on how funding systems could support the growth of charter schools and portfolio-style governance, with a strong emphasis on equity, transparency, and flexibility in resource allocation. We examined how traditional formulas often disadvantaged schools of choice and studied weighted or student-based funding models that might better match dollars to student needs.
Today, our focus has shifted to how education finance can help schools recover and adapt in the face of disruption. We study how pandemic-era funding was used, what lessons districts learned, and how the expiration of those funds creates new fiscal challenges. We also examine how shifting federal priorities—such as efforts to scale back or restructure education funding—affect schools’ capacity to innovate, sustain supports, and equitably serve all students. Across this evolution, our commitment remains the same: to understand how funding systems can be designed to meet student needs while enabling schools to respond to change.
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.
There is no escaping the idea that state education agencies (SEAs) need to step up their acts. Most are gigantic bureaucracies designed to administer state and federal programs and to hold school districts accountable for reporting and fiscal requirements.
by Robin Lake The Center on Reinventing Public Education (CRPE) has been producing Hopes, Fears, & Reality since 2005, after a set of major studies showed conflicting results about charter school performance and caused quite a dustup.
Suzanne Simburg and Marguerite Roza lay out the cost savings possible if blended learning were adopted by all U.S. public elementary schools, not just charter schools.
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