Achieving Educational Adequacy Through School Finance Reform: CPRE Research Report Series RR-045

How much more does a disadvantaged student cost?

“…Scholars who have applied this notion to education include Bradbury et al (1984), Ratcliffe, Riddle, and Yinger (1990), Downes and Pogue (1994), Ladd and Yinger (1994), Courant, Gramlich, and Loeb (1995), Duncombe, Ruggiero, and Yinger (1996), Duncombe and Yinger (1997, 2000, Reschovsky and Imazeki (1998, 2001, 2003, Duncombe and Johnston (2004), and Imazeki and Reschovsky (2004).…”

The Growth of Education Revenues from 1998-2006: An Update on What Accounts for Differences among States and the District of Columbia in the Context of Adequacy

“…t Professional judgment (Guthrie 1983) t Successful schools (Odden 2000) t Cost function (Reschovsky and Imazeki 2001) t State-of-the-art methodology (Odden, Fermanich, and Picus (2003) 10 More recently, Alexander and Schapiro (2009) have argued for the creation of an "adequacy condition index" in the same way that we have indicators of fiscal condition. 11 The search for adequacy is not only a quest for greater effectiveness, but also a pursuit for greater equity.…”

Being on Track for No Child Left Behind

“…(Congressional aide, as cited in Sunderman, 2002, p. 17) Although it is true that allocating resources exactly as we do now may lead to exactly the same results (Hanushek, 1997), it is also true that investment is an important part in growing an organization. As noted by Reschovsky and Imazeki (2001), These schools [with above-average costs] will fail, not necessarily because of their own inability to effectively educate children, but because they were provided with insufficient fiscal resources to do the job. (p. 375) There is a clear need for improvement in many public schools, especially inner city institutions (Anyon, 1997;Kozol, 1992).…”

“…The choice of achievement measures will influence one's assessment of the capacity of institutions to meet select performance standards. Many researchers agree that the value added of a program is useful (Reschovsky & Imazeki, 2001). However, value-added measures may not meld well with a criterionreferenced, test-based accountability system in which one has to reach an abstract level of proficiency by a certain time.…”