urban institute nonprofit social and economic policy research

School Finance

 
Viewing 1-5 of 16. Most recent posts listed first.Next Page >>

Improving Access to Prekindergarten for Children of Immigrants: Building Relationships (Fact Sheet / Data at a Glance)
Julia Gelatt, Gina Adams, Sandra Huerta

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on strategies for building trust and good relationships with immigrant parents and for designing immigrant- and ELL-friendly programs. It is one of three factsheets, all drawn from Supporting Immigrant Families’ Access to Prekindergarten. This detailed report draws on interviews conducted with more than 40 prekindergarten directors and staff, directors of early childhood education programs, and other specialists to present strategies for improving prekindergarten enrollment among immigrant families and English Language Learners.

Posted to Web: March 19, 2014Publication Date: March 19, 2014

Where Kids Go: The Foreclosure Crisis and Mobility In Washington, D.C. (Policy Briefs)
Jennifer Comey, Michel Grosz

The ripple effects of the foreclosure crisis have created increased instability for children and families. In this brief we focus on two such sources of instability in the lives of public school students in Washington, D.C.: moving homes and switching schools. We find high rates of residential and school mobility for students in general, and even higher rates associated with students who lived in buildings that entered the foreclosure process. These mobile students tended to stay in the same neighborhood or move to areas that were similarly poor and high-crime. In this policy brief, we make a series of low-cost recommendations to school districts and nonprofit housing counseling agencies in order to minimize the harm of additional instability on children.

Posted to Web: June 06, 2011Publication Date: May 25, 2011

The Big Disconnect: Spending Policies, School Priorities, and Student Achievement (Audio Podcasts / First Tuesdays)
Urban Institute

Imagine a high school that spends $328 per student for math courses and $1,348 per cheerleader for cheerleading activities. Or a school where the average per-student cost of offering ceramics was $1,608; cosmetology, $1,997; and such core subjects as science, $739. These schools are not anomalies. Marguerite Roza and colleagues at the Center on Reinventing Public Education regularly found a much greater per-pupil investment in sports and electives than in core subjects. They also found -- in Austin, Baltimore, Dallas, Denver, Cincinnati, Houston, Seattle, and many other cities -- that teacher salaries average $1,000 to $5,000 higher in schools with fewer poor students than in the highest-poverty schools in the same district.

Posted to Web: May 06, 2010Publication Date: May 04, 2010

Rural Schools Need Realistic Improvement Models (Opinion)
Luke C. Miller, Michael Hansen

Race to the Top's prescribed models for turning around the nation's lowest-performing schools are designed for urban areas and leave rural districts out of the high-stakes money game. This omission needs to be fixed.

Posted to Web: April 22, 2010Publication Date: April 16, 2010

Educational Economics: Where Do School Funds Go? (Book)
Marguerite Roza

Educational Economics: Where Do School Funds Go? examines education finance from the school's vantage point, explaining how the varied funding streams can prevent schools from delivering academic services that mesh with their stated priorities. As government budgets shrink, linking expenditures to student outcomes will be imperative. Educational Economics offers concrete prescriptions for reform.

Posted to Web: April 05, 2010Publication Date: April 05, 2010

 Next Page >>
Email this Page