Reviews the state role in K-12 teacher compensation and how salary levels and schedule structures shape who enters and stays in teaching.

Summarizes the work of eleven scholars on the problems with state school finance systems and how to transform them to support student learning.

Assesses what econometric cost functions can and cannot tell us about the cost of an adequate education compared with professional judgment approaches.

Uses data on every New York State elementary teacher from 1994 to 2002 to examine how fourth grade state testing affected teacher turnover and recruitment.

Analyzes attrition among New York City elementary and middle school teachers and whether those who transfer or leave are more or less effective than those who stay.

Describes an economic approach to understanding education policy implementation, connecting economic methods to the study of policy processes.

Uses New York City data on grades three through eight to assess how pathways into teaching affect the teacher workforce and student achievement.

Examines how teaching conditions predict teacher turnover in California schools, especially those serving low-income, low-achieving, and minority students.

Explains why high-achieving teachers have short careers in schools with low-achieving students, worsening disparities through transfers and quits.

Evaluates Michigan's Proposal A, the 1995 reform that shifted school funding from local property taxes to centralized state sales taxes.

Comments on Thomas Nechyba's use of computational models to estimate the impact of school finance policies on schooling and residential decisions.

Documents striking differences in teacher qualifications across New York State schools and how attrition, transfers, and initial job matches shape them.

Models how increased state involvement in school funding affects district spending levels, assuming demand sorting rather than perfect income sorting.

Finds that after adjusting for labor market factors, raising teacher wages by ten percent reduces high school dropout rates by three to four percent.

Uses data from 264 Chicago K-8 schools to examine how school size affects teachers' sense of responsibility for learning and students' math gains.

Describes Michigan's school finance centralization, a large shift from property to sales taxes that favored small, rural districts.

Uses General Social Survey data on older cohorts to estimate the effects of measurable school characteristics on student achievement.

An early assessment of Michigan's 1994 school finance reform, which shifted funding from local property taxes to state revenue.

Susan Moffitt will discuss research on access to public school board meetings, exploring how meeting structures and civic participation shape opportunities for community engagement in education governance.

Susanna Loeb, Matthew Kraft, and John Papay are named to Education Week's 2020 RHSU Edu-Scholar Public Influence Rankings.

The Brown Daily Herald covers Annenberg's PPSD staffing report, with author Kate Donohue on retention, and on why the district's applicant pool can't yet meet its teacher diversity targets.

NBC 10 reports on Rhode Island's $645 million in federal recovery funding and the hiring challenge it creates, with Annenberg's Nate Schwartz on what the money could reshape.

This talk will explore the relationship between school spending and child well-being, examining how education investments may shape student experiences, development, and outcomes.

News from Brown rounds up faculty honors, including four Brown education faculty named to Education Week's 2019 Edu-Scholar Public Influence Rankings.

The 74 reports exclusively on new research finding that K-12 teacher shortages are real but hyper-local, with fully staffed schools near struggling ones.