The report summarizes the personal and demographic trend of school superintendents in the past five years, also it covers their contractual and retirement issues.

This report is based on the first-hand accounts by the principals and teachers of the effect of smaller classes on their schools as well as one school's test data indicating changes in student performance levels. On the whole, the class size reduction experience as reported by principals and teachers has been overwhelmingly positive.

The paper introduces the schooling funding system in New York State

The report found that state funds do not provide enough support for children in high minority school districts in either the downstate suburbs or the state’s largest cities. State aid falls far short of filling the gap in educational offerings. Instead, it reflects regional political pressures. Despite the fact that aid programs are frequently targeted to support specific pupil groups, state aid does not relate directly to special programs in the schools.

This paper is one in a series of case studies of education finance litigations in various states. Through these studies, CFE hopes to understand how court-ordered remedies were implemented and to determine what role, if any, public engagement processes played in these events. Specifically, this paper aims to test the hypothesis that reform initiatives are most likely to succeed in states where citizens have been involved in the remedial policy-making process.

Recognizing that high quality educational leadership will be essential to their educational reform initiatives, the Commissioner and the Board of Regents announced a Task Force on Leadership. The Task Force is charged with investigating the state of the profession and making recommendations for its improvement in the coming years.

The presentation reported student performance on 2003-2004 Regent Exam.

In 1978, a group of property-poor Long Island school districts, joined by New York City and the other four large urban New York districts, filed Levittown v. Nyquist, a lawsuit challenging the state’s education finance system. In its 1982 decision, the Court of Appeals ruled that while substantial inequities in funding did exist, the New York State constitution does not require equal funding for education. The court did note, however, that the state constitution entitles students to a "sound basic education," even though no one in the Levittown case had alleged that students were being denied this right. This right to a sound basic education is at the center of CFE v. State of New York. While this lawsuit again seeks to reform the state funding system, it is based on different legal arguments than those used in Levittown. In this new case, CFE asserts that New York State is failing in its constitutional obligation to provide a sound basic education to thousands of its schoolchildren.

Gov. George Pataki is most to blame for the delay in resolving New York State's school financing problem, 37 percent of New York State voters say in a Quinnipiac University poll released today. Another 11 percent of voters blame Assembly Speaker Sheldon Silver, while 10 percent blame Senate Majority Leader Joseph Bruno and 17 percent say all three are equally to blame.

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.