Using data from the School Finance Indicators Database, this report presents an analysis of teacher/non-teacher wage gaps and their relationship with state school spending and fiscal effort.
Publications
-
School Finance and Teacher Pay Competitiveness
-
The Adequacy and Fairness of State School Finance Systems
This report presents measures of the effort, adequacy, and fairness of each state's school finance system, using a new public database compiled by researchers at ASI and Rutgers Graduate School of Education.
-
Education for Democracy 1987
Education for Democracy: A Statement of Principles, is a signatory statement released by the
-
The Collection and Availability of Teacher Diversity Data: A State-by-State Survey
This research brief presents a comprehensive summary of the collection and availability of teacher diversity data, based on our 2017 survey of all 51 state education agencies.
-
Publications Order Form
Use this form to order hard copies of any publication. All copies are free unless otherwise indicated. -
Democratizing Evidence in Education
This book chapter explores how to make the evidence movement more inclusive so that education stakeholders can meaningfully participate in the production and use of research.
-
Public and Private School Segregation in the District of Columbia
This research brief presents an analysis of student segregation by race and ethnicity in the District of Columbia, with a particular focus on segregation within and between public and private schools.
-
Elevating Relationships: How Collaboration Shapes Teaching and Learning
-
Teaching in Context: The Social Side of Education Reform
Teaching in Context (Harvard Education Press, 2017) provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The volume is edited by ASI senior fellow Esther Quintero and has a foreword by Andy Hargreaves.
-
Deconstructing the Myth of American Public Schooling Inefficiency
Bruce Baker and Mark Weber (Rutgers University) use existing research and original analysis to dismantle the common myth that U.S. public schools spend more money and get worse results than do other developed nations, and provide discussion and analysis of what can and cannot be learned from existing data.