Published Papers & Books
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Key Reports
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Richard J. Murnane & Nancy S. Sharkey. Harvard University Graduate School of Education. 03/2004. p. 14.
This paper describes lessons learned from studying initiatives undertaken by the New York City Board of Education to provide NYC educators with tools to make constructive use of student assessment results.
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Helen F. Ladd . Education Finance Research Consortium . 03/2004. p. 18.
This policy brief examines some of the design and incentive issues associated with North Carolinaˇ¦s widely praised school-based accountability program, with additional attention to its relationship to the federal No Child Left Behind Act of 2001.
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James P. Spillane. Institute for Policy Research, Northwestern University. 03/2004. p. 17.
The article discusses reasons for limited implementation of State standards, assessments and accountability at local level.
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Office of Elementary, Middle, Secondary and Continuing Education, NYSED. 02/2004.
This report is about broad policy topics related to the State assessment system to be discussed by the Board of Regents.
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New York State School Boards Association. 02/2004.
David Little's testimony regarding 2004-05 Executive Budget
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Mary Ellen Clark (Office of Operations and Management Services New York State Education Department) & Michael Abbott (Office of Audit Services New York State Education Department). New York State Education Department. 02/2004.
This guide is to assist boards of education in exercising their oversight responsibility for public funds.
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New York State School Boards Association. 01/2004.
The article summarizes the recent development in CFE v. State of New York Case and also reviews similar litigation in other states
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New York State Council of School Superintendents . 01/2004.
Presented by Dr. Candee A. Swenson, Superintendent Longwood CSD on January 12, 2004.
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New York State Council of School Superintendents . 01/2004.
This report shows how mandates often force school districts to divert resources from their most important objective –educating students. To avoid this diversion, NYSCOSS asks policymakers to adopt a moratorium on new mandates, which includes over twenty recommendations for change.
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New York State Council of School Superintendents . 01/2004. p. 16.
The report summarizes the NYSCOSS development in professional development, advocacy, and financial status of year 2003-2004
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Book Reviews
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Timothy Hasci. New York Times Review of Books. 01/2004.
Final Test: The Battle for Adequacy in America's Schools by Peter Schrag.
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Margaret L. Plecki. Journal of Education Finance. 06/2000.
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.
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Book Chapters
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. Teacher Policy Research . 05/2005.
The paper discussed the role of teacher in student learning and reviewed various strategies to improve the quality of teacher workforce.
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Michael A. Rebell (Executive Director and Counsel for the Campaign for Fiscal Equity, Inc. ). Campaign for Fiscal Equity, Inc.. 01/2004.
The author reviews the history of education finance litigation, focusing on the adequacy lawsuits of the last 15 years.
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John Yinger (Center for Policy Research at the Maxwell School, Syracuse University). Helping Children Left Behind: State Aid and the Pursuit of Educational Equity. 01/2004.
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.
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Key Journal Articles
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Eric A. Hanushek. Education Next . 09/2005. p. 7.
The article compares three studies on education adequacy standards for New York city and discusses the consequences of CFE decision on students.
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Joe Williams (staff writer on education for the New York Daily News). Education Next. 06/2005. p. 8.
The article introduces the development of CFE decision and its influence on school funding in New York City.
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Eric A. Hanushek. Journal of Policy Analysis and Management. 03/2005. Vol. 24. Iss. 2. p. 297 - 327.
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.
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Jeremy D. Finn (University at Buffalo—The State University of New York), Susan B. Gerber (University at Buffalo—The State University of New York) & Jayne Boyd-Zaharias (HEROS, Inc.). Journal of Educational Psychology. 03/2005.
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.
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Sandra K McKinley (Assistant professor at the University of Toledo.). Journal of Education Finance. 01/2005. Vol. 30. Iss. 3. p. 288-312.
The paper summarizes the legal history of The DeRolph case, on school funding equity in Ohio State, and its impact on current funding system.
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. Journal of Policy Analysis and Management. 01/2005. Vol. 24. Iss. 1. p. 113ˇV132.
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.
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. American Economic Review. 01/2005. Vol. 95. Iss. 2. p. 166-171.
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.
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Bruce D. Baker (Associate professor in the Department of Teaching and Leadership at the University of Kansas). Journal of Education Finance. 01/2005. Vol. 30. Iss. 3. p. 259-287.
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..
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Randall S. Vesely (Doctoral student of administrative leadership at the University of Wisconsin) & Faith E. Crampton (Associate professor of administrative leadership at the University of Wisconsin, Milwaukee.). Journal of Education Finance. 09/2004. Vol. 30. Iss. 2. p. 111-122.
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.
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Deborah A. Verstegen (University of Virginia-Curry School of Education.). Journal of Education Finance. 01/2002. Vol. 27. Iss. 2. p. 749-781.
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.
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