Our studies span governance, systems, and practice in public education. Through our reports we help make sense of complex trends and data, communicate new possibilities for system change, and provide guidance and thought leadership to support that change. We pride ourselves on our ability to see around the corner, reach across traditional party and sector lines, and craft solutions to problems few have anticipated. Explore our most recent publications below.

Independent peer review is an integral part of all CRPE research projects. Peer reviews are conducted by research or policy professionals who are not members of the CRPE project team. Some externally published work, such as commissioned papers, books and book chapters, journal articles, and op eds, may be hosted on other sites, and some may require purchase or subscriptions to view.

What NAEP Can't Tell Us About Charter School Effectiveness
December, 2005
Jon Christensen, Lawrence Angel

This article from Education Week argues that claims about the effectiveness of charter schools compared to traditional public schools that are drawn from NAEP data are generally overstated due to limitations of the dataset.

When Learning Counts: Rethinking Licenses for School Leaders
December, 2005
Jacob E. Adams, Jr., Michael A. Copland

This report examines licensure content for principals to address whether the licenses that states require encompass the knowledge and skills principals need and how decisionmakers might rethink licenses.

Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2005
November, 2005
Robin Lake, Paul Hill

This debut edition of Hopes, Fears, & Reality provides new data on many aspects of charter schools in the United States and examines issues and controversies surrounding reform.

Re-Creating Public Education in New Orleans
September, 2005
Paul Hill

This Ed Week commentary calls for a coherent strategy for rebuilding public education in New Orleans post-Katrina.

Strengthening Title I To Help High-Poverty Schools: How Title I Funds Fit Into District Allocation Patterns
August, 2005
Marguerite Roza, Larry Miller, Paul Hill

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.

Equalizing Education Dollars
August, 2005
Paul Hill, Marguerite Roza

In this article, originally published in the Washington Post, CRPE's Paul Hill and Marguerite Roza argue that district accounting practices and the of tendency of experienced teachers to choose wealthier schools result in Title I dollars are not being spent on the neediest students.

Addressing Funding Inequities Within Districts
August, 2005
Kelly Warner-King, Veronica Smith-Casem

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.

Decentralized Decision-Making for Schools: New Promise for an Old Idea?
August, 2005
Janet S. Hansen, Marguerite Roza

This paper argues that decentralizing decisionmaking authority to schools is a reform worthy of a new look, despite the perceived failure of earlier school-based management (SBM) efforts to improve student performance.

Lessons from Blair's School Reforms
July, 2005
Paul Hill

In this article, Published by the Hoover Institution, Paul Hill argues that Tony Blair took a bolder approach to education reform than anyone expected of a Labour prime minister and that similar reforms are possible in the US.

Why Do So Few Public School Districts Use Merit Pay?
June, 2005
Dan Goldhaber, Michael DeArmond, Dan Player, Hyung-Jai Choi

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.