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12 for 2012 - 12 for 2012 is an ECS “read of the field,” built on our scrutiny of new reports and research, and our analysis of emerging drivers of change. The 12 policy areas do not represent an exhaustive list of the critical issues for the coming year, nor is this report intended to dictate your education policy priorities for 2012. Rather, 12 for 2012 is intended to stimulate thinking around how best to craft the “2.0” of powerful policy across the states. (ECS, 2012)...

Constructing New Finance Models that Balance Equity, Adequacy and Efficiency with Responsiveness MS Word - An ECS classic. This paper is third of three in the series: Education Finance in the States: Its Past, Present and Future. As America enters what technically will be the first school year of the new millennium, a policy issue looms that is almost as fundamental as that resulting from Brown v. Board of Education. Dramatic enrollment growth, ensuring financial “adequacy,” maintaining gains in distributional equality, coping with intensified needs for classroom teachers, incorporating electronic technology into instruction, satisfying public preferences for greater diversity in schools and programs, devising performance incentives and “accountability” procedures – these are all likely to pose major challenges for policymakers wrestling with education finance. (James W. Guthrie, Education Commission of the States, July 2001) ...

The Worst of Times: Extreme Poverty in the United States, 2009 - The Foundation is recommending that the national Equity and Excellence Commission being established by the White House and the U.S Department of Education examine how the federal government can increase educational opportunity by improving school funding equity. (Southern Education Foundation, December 2010)...

Close the Hidden Funding Gaps in Our Schools - Federal law permits hidden funding gaps to persist between high-poverty schools and more affluent counterparts within the same district. These gaps occur partly because teachers in wealthier schools tend to earn more than their peers in high-poverty schools and because of pressure to "equalize" other resources across schools. By closing loopholes in the comparability provisions of Title I of the Elementary and Secondary Education Act, Congress could promote funding equity within school district budgets. (Daria Hall and Natasha Ushomirsky, The Education Trust, March 2010)...


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