This paper examines the categorical program strategy by which the federal government and most states try to target extra funds for particular purposes.
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 examines the categorical program strategy by which the federal government and most states try to target extra funds for particular purposes.
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...
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.
This paper explores how schools can seek “continuous improvement.”
This paper asks whether significant changes in public education finance are politically feasible.
In this paper, Diana Sharp and John Bransford show how the learning sciences can be applied to school finance.
This report demonstrates that there are many promising alternative ways to allocate and use funds under Title I, the federal government’s largest K-12 funding program.
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.
How might money be used in a more productive system? This working paper imagines a public educational system in which it is possible to link benefits received with costs borne.
Researchers with CRPE’s Doing School Choice Right initiative determine what drives the school-choice decisions made by 800 low- to moderate-income families in three cities.
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