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ERIC Number: ED498361
Record Type: Non-Journal
Publication Date: 2007-Feb
Pages: 16
Abstractor: ERIC
Reference Count: 40
ISBN: N/A
ISSN: N/A
Redesigning School Finance Systems: Lessons from CPRE Research. CPRE Policy Briefs. RB-50
Odden, Allan
Consortium for Policy Research in Education
This policy brief describes how the Consortium for Policy Research in Education (CPRE) has approached the objectives of educational equity and adequacy over the past decade and a half, and reveals how their current finance research has begun to explicitly link the level and use of resources with strategies that districts and schools can deploy to literally double student performance over a 5- to 10-year period. During the time period over which this finance research agenda has evolved, CPRE researchers believe it has succeeded in linking school finance equity and adequacy, both by aligning effective allocation and use of resources to the most powerful and comprehensive school-based strategies to boost student learning and by identifying strategies for how and how much to pay teachers. This summary of CPRE school finance research and its policy conclusions addresses the following topics: (1) How education dollars are spent; (2) Tracking education resources at the school level and by educational strategy; (3) Education resource reallocation; (4) Toward school finance adequacy; (5) Using resources to double student achievement; (6) Use of dollars after a school finance reform; (7) Pricing adequacy recommendations and enhancing teacher compensation; and (8) Policy and practice implications. (Contains 1 table and 5 footnotes.)
Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org/Publications/Publications.htm
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education.
Identifiers - Location: Arkansas; Wisconsin; Wyoming
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001