In this brief, CRPE analysts find that most of Washington’s largest districts spend less per math or science teacher than for teachers in other subjects.
Traditional school finance research tracks how the government distributes funds among school districts.
Instead, we focused on how districts and schools used their funds and how these uses affected students’ learning opportunities. We helped district and school leaders structure policy and allocate funds in ways that use every dollar to the students’ maximum benefit.
In this brief, CRPE analysts find that most of Washington’s largest districts spend less per math or science teacher than for teachers in other subjects.
Improvements in productivity in other sectors may hold important lessons for understanding how the education system can become more efficient.
Looking at the 15 largest districts in California, this analysis finds that teachers at risk of layoff are concentrated in schools with more poor and minority students, concluding that “last in, first out” policies disproportionately...
This brief explores trends in K–12 education jobs—those funded through the stimulus and by other means—to answer the question of what role ARRA played in overall education employment.
This brief demonstrates how, contrary to common worry, closing Title I’s “comparability provision” loophole would not force districts to mandatorily reassign teachers.
This analysis explores how state education spending has changed or will change given the application of the State Fiscal Stabilization Fund.
This analysis argues that in the current fiscal climate, districts should rethink automatically paying teachers for master’s degrees, and consider how money could instead be channeled into compensation in ways that lead to improved student...
This analysis shows that school districts faced with large budget gaps could avoid some or all teacher layoffs by rolling back salaries.
This brief presents rank order projections of changes in state K-12 education spending amidst state revenue gaps and the addition of ARRA funds.
In this brief, Marguerite Roza explains why K-12 school districts that lay off personnel according to seniority cause disproportionate damage to their programs and students than if layoffs were determined on a seniority-neutral basis.
Current Research
Previous Research
