Related Publications

This brief on the four-day school week answers common questions about its scope and trends and points out what is not yet known about the impacts on students and districts.

This paper reviews state policies on providing charter schools with facilities and recommends better incentives for districts to share space.

This brief examines a promising new “third way” approach to school improvement and provides guidance for district and charter leaders and policymakers considering partnership schools.

CRPE’s report urges districts, charters, and states to work together in new ways to address the financial challenges associated with declining district enrollment.

State policy should encourage and empower school district innovation and improvement strategies.

This paper takes the first systematic look at costs associated with implementing personalized learning schools, how leaders of these schools choose to allocate their funds, and what it might take to make personalized learning financially sustainable on public dollars.

This report was published by the Rural Opportunities Consortium of Idaho as part of their research on the four-day school week in rural Idaho.

Edited by Betheny Gross and Ashley Jochim, this fourth volume of the SEA of the Future details how rural schools and districts are innovative in how they deliver services, recruit teachers, use technology, and serve special populations.

This paper explains why personalized high schools are hard to get and keep, and shows how we can make them more broadly available through changes in policy and philanthropic investments.

This report outlines the problems districts face in procuring innovative goods and services, shows how other sectors have modernized procurement processes, and recommends ways to reform district procurement.

This paper looks at new efforts to ensure special education functions effectively in New Orleans' full-choice public education landscape.

This report examines federal, state, and district barriers that principals say hinder their ability to make innovative school improvements.

This fiscal analysis finds that early difficulties forecasting enrollment and revenue can undermine implementation of personalized-learning models that blend computer-based and teacher-led instruction.

Edited by Betheny Gross and Ashley Jochim, this volume begins a conversation with state education leaders about productivity.

This year's edition focuses on growth and innovation and pushes charter school leaders to consider whether they are fully using their flexibility and autonomy on behalf of students.

In this short report, Paul Hill evaluates Ohio Governor John Kasich's education budget proposal.

Using wage and staffing data from states, this paper projects the financial and staffing implications of one innovative school model (the Rocketship lab rotation) to highlight potential impacts on the schooling workforce and total per-student spending.

Consideration of whether smaller classes are preferable to larger ones requires some recognition of the opportunity costs involved. This brief provides a state-by-state context by computing the dollars at stake in marginally raising the number of students per class.

This report offers the first detailed look into the financial implications for public schools embracing student-centered learning models.

This report identifies three fiscal requirements of federal education programs that stand in the way of promoting innovation in education. The authors recommend modifications that would break down barriers to innovation as well as promote smarter, fairer uses of taxpayer money to support public education.

This Rapid Response brief examines the real numbers on the Chicago teachers contract costs.

This Center for American Progress brief dissects the nation’s sizeable investment in master’s bumps as a means of highlighting policy obstacles to a more smartly differentiated compensation approach.

In this chapter Parker Baxter argues that by reimagining the distribution of funding, facilities, and other district assets without regard to whether a school is a district school or a charter school, districts can strike a unique and powerful bargain with charter schools: shared resources and shared responsibility.

This paper illustrates the flaws in the existing structure for making resource allocation decisions in public education.

This study identifies key functions performed by state education agencies, estimates the relative level of resources devoted to each activity, and explores ways SEAs could free up resources to build school improvement capacity.

This brief examines why policies known as “last in, first out” may disproportionately affect schools receiving federal School Improvement Grants.

This brief describes how a different method of supplying benefits to employees might work for districts: cafeteria plans. While typical school district plans offer a one-size-fits-all package of benefits to employees, cafeteria plans allow employees to customize their benefits within a given cost.

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.

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 affect these students and their schools.

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.

Calculating the per unit costs of what schools or districts deliver can provide the best insight into the implications of all that spending. This paper was published in the edited volume, "Stretching the School Dollar: How Schools and Districts Can Save Money While Serving Students Best."

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 performance.

This analysis examines ways in which per-pupil spending in high schools varies by subject and course level, and demonstrates how such fiscal metrics can reveal the financial implications of the inner workings of individual schools.

This brief makes early projections of of what state budget cuts might mean for education spending and job losses.

This paper adds to the nascent literature on teacher pensions by exploring two questions: How well do teachers understand their current pension plans? And, what do they think about alternative plan structures?

In this commentary, the authors argue that the economic crisis could ultimately strengthen public education if leaders make tough resource decisions that can produce greater efficiencies.

This report summarizes the work of of the National Working Group on Funding Student Learning, a group of eleven top school finance scholars. The report both describes the problems with state school finance systems and offers solutions.

This is a pre-print version of an article that was published in ASBO International's School Business Affairs magazine. The article summarizes a five year research study that examined the linkages between how money is spent on K-12 education and whether students learn.

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 commentary from the News & Observer argues that North Carolina needs to fundamentally reform how the state funds its public schools.

This paper explores why the current Title I program's comparability provision falls so short of what is needed, and the reasons for modifying it.

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.

Public school funding in the U.S. is not a product of intelligent design, but this article shows that Americans can learn to make more effective use of the money available for public schools.

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.

What are the options for charter school authorizers or entities with similar responsibilities who want to preserve assets when closing low-performing schools? This study suggests that authorizers rarely try to salvage these assets.

This Education Week article outlines changes to the education finance system that are needed in order to bring about new and more productive uses of existing funds.

This op ed urges the Washington's Basic Education Finance Joint Task Force to move to change our education finance system to support the state's education goals.

This Interim Report explains the study questions, research strategies, and early findings of the School Finance Redesign Project.

This brief touches on the experiences of urban school districts as they sought to close schools. It offers insight into the critical questions districts encountered and different paths chosen during the process.

This report analyzes why replicating successful charter schools has been tougher and more costly than expected for both for-profit and nonprofit charter management organizations (EMOs and CMOs).

This paper describes research designed to shed light on how teachers feel about different pay and incentive reforms.

This paper is a companion piece to the District Resource Allocation Modeler (DREAM) tool developed by Education Resource Strategies.

In this working paper, Michael Kirst suggests that a productive education system would focus relatively greater resources on out-of-school interventions, especially for the most disadvantaged children. He argues that such interventions could help teachers and students focus on instruction and actually increase student learning.

This paper shows how districts can assess the efficiency of their own resource use compared to similar districts and judge whether non-instructional expenditures are excessive.

This paper explores ways districts can reduce the costs (in terms of lost school productivity and lost training investments) of teacher turnover.

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.

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.

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 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.

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.

This article shows how a regulated market in education would work and how one could be created.

Plaintiffs in adequacy lawsuits presume that school districts know how to use additional funds effectively. This chapter, from Courting Failure: How School Finance Lawsuits Exploit Judges' Good Intentions and Harm our Children, examines that presumption.

In this article, Paul Hill argues that mayors who seek to reform their schools need to untangle the tendrils of school district accounting practices, and he warns that mayors who attempt large-scale school reform without first attempting to understand their district's financial and personnel practices do so at their peril.

This chapter of Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2005 explores the details of how to compare charter school and traditional school funding.

Drawing on data from five large school districts, this report reveals that the nation's main program for educating the disadvantaged, Title I, is hampered by loopholes that prevent it from fulfilling its mission.

This is the first in a series of working papers on ways people working for the disadvantaged might use evidence about within-district spending inequalities.

This working paper presents a principal-agent model in the context of public schools to help explain the factors that affect district decisions about merit pay.

This paper, prepared for The Aspen Institute Congressional Program, February, 2005 explores the causes of school level spending variations.

Edited by James Harvey and Paul T. Hill, this book identifies roles for foundations and civic groups in defining strategies for big-city school reform, and ensuring that promised changes are implemented. This is the third and final book in a series on big city school reform initiated by the Brookings Institution.

Under current budgeting practices it is difficult to assess how resources are distributed between schools and whether every school is afforded the same opportunities to meet its educational goals. This paper addresses one key driver of spending variation between schools: shared district resources.

This report, published by The Phi Delta Kappan, traces Cincinnati Public Schools's process of moving to a system of student based budgeting: funding children rather than staff members, and weighting the funding according to schools and students' needs.

This report suggests that even with the economic slowdown and the sense of relief from a pending teacher shortage, districts will continue to struggle to get and keep good teachers unless they make dramatic changes in the ways they recruit teachers.

This report finds that although some districts and areas are experiencing difficulties finding good school principals, there are far more candidates interested in assuming school leadership roles than there are principal vacancies to fill.

Many foundations have put funds into urban school reform. The paper suggests that foundation giving needs to be backed up by a clear theory of change and that foundation officials need to know whether the districts in which they plan to work or are already working match the foundation's interests.

This paper looks at five trends in education and what they imply about the kinds of buildings and spaces districts will need for tomorrow's schools.

This report examines the first-year finances of Massachusetts charter schools.