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.
This report analyzes the incentives under which public school teachers and leaders work. It concludes that there are few rewards for producing high levels of student achievement and many rewards for work that does not promote student learning.
New accountability systems require that states and districts accomplish something never accomplished before—ensuring that all students meet state standards. This report explores how these expectations have altered resource decisions in North Carolina.
This working paper shows that many districts have accelerated student learning by reallocating funds to emphasize targeted assistance to students, fewer non-instructional burdens on teachers, greater use of instructional technology, coaching for teachers, and class size reduction targeted on core classes only.
This working paper paper suggests how a performance-driven system would allocate funds, monitor performance, search for more productive models of instruction, and replace less effective schools and programs.
New accountability systems require that states and districts accomplish something never accomplished before—ensuring that all students meet state standards. This report explores how these expectations have altered resource decisions in Texas.