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.
No shortage of ideas abound about how to address post-pandemic learning loss, mental health problems and low school attendance. But the best-sounding ideas may make demands on schools and other public agencies that they often can’t meet.
Unionized teachers in Fresno – California’s fourth largest district – are threatening to strike. In addition to pushing for increased pay and better benefits for staff, the Fresno Teachers Association is asking for additional student supports, particularly for homeless families.
Families, teachers, and community members whose schools are closed often pay a big price. But thoughtfully structuring the problem and carefully designing the process for deciding on a solution can help reduce public conflict.
This brief gives a snapshot of how school districts across the country are currently planning for fall 2020, how they are planning for contingencies of COVID-19 spread, and how this varies based on district characteristics.
School-funding changes over the last decade have created funding inequities for Indiana’s students from low-income communities, students with disabilities, English language learners, and students in public charter schools—inequities which will likely be exacerbated by COVID-19.
