This paper offers empirical evidence on the size of incentives that might be needed to make teaching a relatively more attractive occupation for people with technical skills or high academic aptitude.
This collection encompasses much of CRPE’s foundational research, including school finance and portfolio strategy. While our current focus is in other areas of research, we believe that our past work is still highly relevant today. Further, should the field call for new explorations of these topics, we always leave open the possibility of reviving these research areas.
This paper offers empirical evidence on the size of incentives that might be needed to make teaching a relatively more attractive occupation for people with technical skills or high academic aptitude.
This paper explores the value teachers place on financial incentives and how much of a salary incentive is needed to attract new teachers to high-needs schools.
This report presents findings from exploratory case studies of six charter schools identified due to their reported success educating children with disabilities.
This paper briefly summarizes three School Finance Redesign Project teacher compensation studies that begin to help build the evidence base for teacher pay reform.
This report demonstrates in greater detail than ever before how America’s methods of school finance work against a single-minded focus on student learning.
This report analyzes the main reasons charter authorizers close schools, and how districts can use those closures as part of an overall improvement strategy that aligns with and reinforces their core values.
This paper finds that federal, state, and local policies designed to distribute education funds systematically provide more money to higher-income students and wealthier schools.
A companion piece to Allocation Anatomy: How District Policies That Deploy Resources Can Support (or Undermine) District Reform Strategies, this research brief summarizes the report’s key findings and recommendations.
This paper explores the nature of micro-budgeting decisions and shows how they support or hamper district reform strategies. It also provides a framework to help district leaders recognize different kinds of allocations.
This paper identifies tactics districts can use to influence the factors that shape the supply and quality of providers of autonomous schools in thin markets.
Current Research
Previous Research
