This report found large differences between the qualifications of teachers in the highest-poverty and highest-minority schools and teachers serving in schools with few minority and low-income students.

The report found that one in five teachers in New York's high-poverty secondary schools (grades 9-12) is not trained in the core academic subjects they are teaching. In contrast, in New York's wealthier schools, just three percent of teachers are not teaching in their subjects of expertise.

This proposal’s signatories call on policymakers to transform the school funding system in service of meeting our high ambitions for student learning.

The report examines state assessment results in reading and math between 2003 and 2005 and finds that progress in raising achievement and closing gaps continues to be strongest in the elementary grades. Overall achievement in middle and high school has improved somewhat.

The brief comments on Governor's proposed budget for school aid in year 2006-2007

This report is the fourth in a series of reports that analyze the impact of state policy decisions on school districts and school children across the State of New York.

The report looks at the outcomes of policy choices made in every state and documents that most states continue to shortchange the districts educating the greatest numbers of poor students and students of color.

Final Test: The Battle for Adequacy in America's Schools by Peter Schrag.

This book focuses on key aspects of revenue generation for the support of public schools. The first section of the book provides general information about revenue sources, trends, and frameworks for evaluating various taxation-based strategies for raising revenues for schools.

The paper discussed the role of teacher in student learning and reviewed various strategies to improve the quality of teacher workforce.

The author reviews the history of education finance litigation, focusing on the adequacy lawsuits of the last 15 years.

An overview of the research on state aid to education and a detailed look at state aid reform in five key states: Kansas, Kentucky, Michigan, Texas, and Vermont.

The article compares three studies on education adequacy standards for New York city and discusses the consequences of CFE decision on students.

The article introduces the development of CFE decision and its influence on school funding in New York City.

Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap). Moreover, the black-white gap appears to have been adversely impacted over the decade by increasing minority concentrations in the schools.

The study included 4,948 participants in Tennessee’s class-size experiment, Project STAR. Analyses showed that graduating was related to K–3 achievement and that attending small classes for 3 or more years increased the likelihood of graduating from high school, especially among students eligible for free lunch. Policy and research implications are discussed.

The paper summarizes the legal history of The DeRolph case, on school funding equity in Ohio State, and its impact on current funding system.

This paper explores a little-understood aspect of labor markets, their spatial geography. Using data from New York State, we find teacher labor markets to be geographically very small. Teachers express preferences to teach close to where they grew up and, controlling for proximity, they prefer areas with characteristics similar to their hometown.

This paper examines New York City elementary school teachersˇ¦ decisions to stay in the same school, transfer to another school in the district, transfer to another district, or leave teaching in New York State during the first five years of their careers.

This artide proposes a general conception of educational adequacy and draws on a lengthy history of economic theory and emerging empirical evidence to support that conception..

The purpose of this article is to reinvigorate the discussion of vertical equity through an assessment of the funding systems in four states that ascertains how and to what extent risk factors are addressed.

This paper explores the current state education finance systems, the need for reinventing them to provide adequacy and equity aligned to standards based reform is discussed and discusses approaches for determining a base spending level considered adequate for the average child to reach high educational standards.