Students' Constitutional Right to a Sound Basic Education: New York State's Unfinished Agenda. Part 3. Utilizing a Constitutional Cost Methodology (original) (raw)
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2016
The Campaign for Educational Equity is a nonprofit research and policy center at Teachers College, Columbia University that champions the right of all children to meaningful educational opportunity and works to define and secure the full range of resources, supports, and services necessary to provide this opportunity to all children. CEE pursues systems change through a dynamic, interrelated program of research, legal analysis, policy development, coalition building, curriculum development, and advocacy dedicated to developing the evidence, policy models, curricula, leadership, and collaborations necessary to advance this agenda at the federal, state, and local levels.
2016
The Campaign for Educational Equity is a nonprofit research and policy center at Teachers College, Columbia University that champions the right of all children to meaningful educational opportunity and works to define and secure the full range of resources, supports, and services necessary to provide this opportunity to all children. CEE pursues systems change through a dynamic, interrelated program of research, legal analysis, policy development, coalition building, curriculum development, and advocacy dedicated to developing the evidence, policy models, curricula, leadership, and collaborations necessary to advance this agenda at the federal, state, and local levels.
2016
The Campaign for Educational Equity is a nonprofit research and policy center at Teachers College, Columbia University that champions the right of all children to meaningful educational opportunity and works to define and secure the full range of resources, supports, and services necessary to provide this opportunity to all children. CEE pursues systems change through a dynamic, interrelated program of research, legal analysis, policy development, coalition building, curriculum development, and advocacy dedicated to developing the evidence, policy models, curricula, leadership, and collaborations necessary to advance this agenda at the federal, state, and local levels.
2011
The Campaign for Educational Equity is a nonprofit research and policy center at Teachers College, Columbia University, that champions the right of all children to meaningful educational opportunity and works to define and secure the full range of resources, supports, and services necessary to provide this opportunity to disadvantaged children. Founded in 2005 by educational law scholar and advocate Michael A. Rebell, the Campaign pursues systems change through a dynamic, interrelated program of research, legal analysis, policy development, coalition building, curriculum development, and advocacy dedicated to developing the evidence, policy models, curricula, leadership, and collaborations necessary to advance this agenda at the federal, state, and local levels. The Campaign for Educational Equity is funded primarily through foundation grants. The content produced and disseminated by the Campaign — or by its collaborators with funding from the Campaign — does not necessarily reflect...
The Campaign for Educational Equity is a nonprofit research and policy center at Teachers College, Columbia University, that champions the right of all children to meaningful educational opportunity and works to define and secure the full range of resources, supports, and services necessary to provide this opportunity to disadvantaged children. Founded in 2005 by educational law scholar and advocate Michael A. Rebell, the Campaign pursues systems change through a dynamic, interrelated program of research, legal analysis, policy development, coalition building, curriculum development, and advocacy dedicated to developing the evidence, policy models, curricula, leadership, and collaborations necessary to advance this agenda at the federal, state, and local levels.
Education Policy Analysis Archives, 2019
Despite numerous education reform efforts, disparities between more privileged students and students from marginalized and minoritized groups still persist in U.S. education. The Every Student Succeeds Act (ESSA) passed in 2015 indicates greater commitment of the federal government to advancing equity in education and gives state educational agencies more autonomy and flexibility in policy making. This article analyzes the content of 52 approved state ESSA plans to examine how the concept of equity in education is defined and applied in state-level ESSA policies and provisions. Results of a qualitative content analysis reveal that all but four state ESSA plans adopt a stance on equity centered on equitable access to educational resources—including funding and effective educators —and less than half state plans attend to equity in outcomes. Most of the state plans do not include a clear definition of what they mean by “equity”. In addition, the accountability systems used to evaluate the impact of equity policies in the plans are predominantly outcome-oriented using student standardized test performance as the key indicator. Incoherent policy principles, coupled with the market-oriented, standards-based policy solutions, may exacerbate the structural inequities facing schools and students that these policies aim to ameliorate. Implications for education policy and research are discussed.
Aligning Education Rights and Remedies
2018
Over the course of five decades and three waves of litigation, courts have approved remedies under the state constitutional right to education that demand more equitable and adequate funding of public schools. Scholars have urgently called for a “fourth wave” of litigation seeking remedies beyond money: racial and socioeconomic integration, school choice, universal preschool, and teacher tenure reform, just to name a few. Desperate for progress and to escape the rut of incessant school funding battles, advocates have in fact initiated lawsuits seeking a broader range of remedies. If this strategy induces a fourth wave, it will encounter a beleaguered state judiciary still skeptical, lo these many years, that court-directed remedies do not invade the provinces of the other coordinate branches. State courts are unlikely to overcome these doubts until they adopt cohesive standards aligning education rights and remedies. This Article proposes that alignment can be achieved through reaso...