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Research on teacher turnover has led to the identification of retention strategies to help advance the profession and improve the recruitment, preparation, and support of teachers. This report summarizes available research on these strategies and discusses potential barriers and research on their relative cost-effectiveness.

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

It is important to select interventions that have the greatest impact we can afford. Using Stuart Yeh’s effectiveness cost ratio formula, a rough comparison can be drawn comparing class size reduction with other educational interventions.

Schools in the United States now spend more than $2 billion each year on education technology. But what are schools getting in return for this significant investment in technology learning? Robert Slavin examines the results from five studies designed to answer this question.

This analysis examines whether the current mechanisms for providing federal education funding to disadvantaged children are effective and whether the system works as originally intended.

This report explores some of the most financially disadvantaged school districts in the country and identifies a typology of conditions that have created or reinforced their disadvantage. It report lays out a typology of conditions that lead to severe fiscal disadvantage for local public school systems. It then provides examples of states, state policy conditions, and specific local public school districts identified as being severely financially disadvantaged.

This report begins by identifying those states where combined state and local revenues are systematically lower in higher-poverty districts–that is, states with “regressive” school funding distributions. Based on this analysis, the authors focus on six states–Illinois, Texas, New York, Pennsylvania, Missouri, and North Carolina–where children attending school in higher-poverty districts still have substantially less access to state and local revenue than children attending school in lower-poverty districts. With these states in mind, the authors then go beyond recent reports on school funding inequities to uncover some nontraditional causes of these imbalances.

The National Report Card is a critique of state school funding systems and the extent to which these systems ensure equality of educational opportunity for all children, regardless of background, family income, place of residence or school. The report makes the assumption that "fair" school funding is defined as "a state finance system that ensures equal educational opportunity by providing a sufficient level of funding distributed to districts within the state to account for additional needs generated by student poverty."

The Second Edition of the National Report Card on public school funding, Is School Funding Fair?, shows that far too many states continue to deny public schools the essential resources they need to meet the needs of the nation's 53 million students and to boost academic achievement. The National Report Card rates the 50 states on the basis of four "fairness indicators" - funding level, funding distribution, state fiscal effort, and public school coverage. The Report provides the most in-depth analysis to date of state education finance systems and school funding fairness across the nation.

The 3rd Edition of Is School Funding Fair? A National Report Card details how the Great Recession and its aftermath have affected school funding in the states. The National Report Card (NRC) examines each state's level of commitment to equal educational opportunity, regardless of a student's background, family income, or where she or he attends school. Providing fair school funding -- at a sufficient level with additional funds to meet needs generated by poverty -- is crucial if all students are to be afforded the opportunity to learn and be successful.

This report analyzes the disparity in funding and resources in K-12 education for children of color and low-income families. It found that millions of students–largely low-income students and students of color–continue to attend segregated and economically isolated schools. State and district school finance systems perpetuate and compound these inequities by providing less money to students with the greatest need.

In these pages, we estimate the costs of blendedlearning models and fulltime virtual schools as currently operated in the U.S.

The focus of this essay is on which economic methods can complement and enhance impact evaluations. The authors propose the use of six domains to link intervention effectiveness to the best technique needed to determine which practice is the most cost-effective choice.

The authors discuss how to use economic techniques to evaluate educational programs and show how to apply basic cost analysis to implementation of school-wide positive behavior support (SWPBS).

This report examines the efficiency of the nation's public education system

This report analyzes two critical, and sometimes competing, issues in school finance reformer: fiscal equity and fiscal efficiency. It makes the case that fiscal equity and fiscal effectiveness are not mutually exclusive, and this nation needs to do more to improve both the fairness and the productivity of public school dollars. In other words, we need to make sure that schools and districts not only get enough money to serve their student populations but also that they then spend those dollars wisely.

This document is one of a series of reports based on the Special Education Expenditure Project, a study of the nation's spending on special education and related services based on analysis of data for the 1999-2000 school year.

This report presents case studies of the efforts by three school districts, Hillsborough County Public Schools (HCPS), Memphis City Schools (MCS), and Pittsburgh Public Schools (PPS), to launch, implement, and operate new teacher evaluation systems as part of a larger reform effort called the Partnership Sites to Empower Effective Teaching. 

Research has revealed that effective teachers are critical to improving student achievement. Little evidence exists, however, about the best ways to help teachers be more effective, or about how schools that serve the students in most need can attract and retain the most effective teachers.

Although many factors combine to make a successful school, most people agree that quality teachers and school principals are among the most important requirements for success, especially when success is defined by the ability of the school to raise the achievement of its students. The central question for this study is how the quality of the teachers and principals in high-poverty schools in North Carolina compares to that in the schools serving more advantaged students.

The costs associated with teacher turnover in Alaska are considerable, but have never been systematically calculated,1 and this study emerged from interests among Alaska education researchers, policymakers, and stakeholders to better understand these costs.

Research on teacher turnover has led to the identification of retention strategies to help advance the profession and improve the recruitment, preparation, and support of teachers. This report summarizes available research on these strategies and discusses potential barriers and research on their relative cost-effectiveness.

This paper provides a guide to statistically based methods for estimating the extra costs of educating disadvantaged students, shows how these methods are related, and compares state aid programs that account for these costs in different ways. It shows that large, urban school districts with a high concentration of disadvantaged students would receive far more aid (and rich suburban districts would receive far less aid) if statistically based pupil weights were used instead of the ad hoc weights in existing state aid programs.

The purpose of this preliminary report is examine the most recent data on the cost of sending students to college in the Unities States.

The report examines the effect of state funding systems and high stakes testing on special
education enrollment. 

This report examines the widespread and unjust district budgeting practices and offers Congress a straightforward legislative path: Fix the so-called comparability provisions of Title I.

The goal of this paper was to study twin districts and use the data culled to provide recommendations for how districts can best leverage their school funding investments–in other words, achieve a bigger bang for their educational buck. The findings were: When it comes to education, spending does not always equal results. There are significant funding inequities between demographically similar districts. Districts have limited control over their own expenditures.

This report from the Study of School-Level Expenditures presents findings on how state and local education expenditures at the school level vary within school districts.

The purpose of this article is to provide prospectus to the problem and develop key recommendations that may be utilized by urban districts to reduce its financial costs and to significantly improve staff and student attendance.

This article examines the 65% Solution, a reform proposal for school financing.

This report fills an important gap in the literature on school leadership by presenting an approach for understanding the resources and expenditures associated with efforts to prepare, hire, evaluate, develop, and support school leaders and by presenting estimates of those resources and expenditures. 

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

This report highlights the lack of innovation, flexibility, and new ideas in state financing of public education. It concludes: many state and education leaders continue to support and employ methods that prevent schools and principals from undertaking the efforts that they think are most needed to improve education in their classrooms. The use of state categorical–funds to school districts with strict limits on their use–exemplifies this lack of innovation in school finance.

This study created a model and methodology to document turnover costs for the middle and high schools in the Boston Public Schools to test the degree to which it could detect differences in costs for teachers of science, and to explore the feasibility of its implementation by school personnel

This special CEP report highlights findings about the critical element of school climate from case studies of the first year and half of SIG implementation in Maryland, Michigan, and Idaho.

This research seeks to provide policy makers with some hard information on the costs of teacher turnover. The goal is to develop an average dollar cost per vacancy, which could also be converted to a percent of payroll, in order to compare to the rules of thumb mentioned
above.

This study provides evidence that student-weighted allocation can be a means toward greater resource equity among schools within districts. Resource equity is defined here in per-pupil needs-weighted fiscal terms.

The authors trace the district's process of moving to a system of student-based budgeting:
funding children rather than staff members and weighting the funding according to schools'
and students' needs.

This paper addresses one key driver of spending variation between schools: shared district resources.

This report provides a new perspective on the nation’s largest virtual school provider through a systematic review and analysis of student characteristics, school finance, and school performance of K12-operated schools.

This synthesis is described under the rubric of functional outcome analysis (FOA) and is organized around an examination of classroom resources. Various methods of assessing intervention costs and benefits, as well as their distribution, are described. 

This paper examines school costs in relationship to student outcomes.

The purpose of this paper is to provide a brief overview of historical trends in the funding of special education programs, to discuss current issues, and to consider alternative directions for the future

The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.

This document presents the first results of a series of studies on within-district spending patterns. It provides an overview of some early analysis of variations in spending among schools within three unnamed school districts.

This paper focuses on one aspect of district spending ambiguity, namely, differences in per-pupil spending masked by teacher salary cost averaging. 

This article presents an example of how school time was monitored to facilitate a cost analysis of school-wide systems of positive behavior support (PBS). 

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

This research brief provide an introductory overview of the cost of implementation of SWPBIS, as a school-wide approach to reduce suspensions, compared to the cost of school dropout.

This paper of American United States school finances finds evidence to support the importance of providing equitable funding across school districts. These results have important policy implications and suggest areas for future research.

The purpose of this study is to examine the costs of replacing high school principals. 

This study describes a benefit-cost analysis of a comprehensive mentoring program for beginning teachers conducted in a medium-sized California school district.

The purpose of this study was to document system-of-care development following the receipt of federal funds to establish and support a system of care, and to assess the extent to which system-of-care principles were realized

The authors measure the impact of replacing these principals on school-wide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal

The cost of teacher turnover to schools and school districts has only recently been studied. This research reveals that when high-quality teachers leave the classroom, the effect on both student performance and school and district fiscal operations is significant and deleterious.

This international study examines the impact of teacher performance pay on student math, science, and reading achievement.

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.

This article compares the relative cost-effectiveness of the five policies, using best-evidence estimates drawn from available data regarding the effectiveness and costs of rapid assessment, increased spending, voucher programs, charter schools, and accountability, using a conservative methodology for calculating the relative effectiveness of the rapid assessment.