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The abstracts used in this resource were taken from the websites of organizations supplying the referenced documents.
Kilburn, R. & Karoly, L. (2008). What does economics tell us about early childhood policy? Santa Monica, CA: RAND.
Advances in neuroscience, developmental psychology, and program evaluation have been combined to develop a unified framework that provides evidence-based guidance related to early childhood policy. This research shows how insights from the field of economics -- human capital theory and monetary payoffs -- also contribute to that framework.
Verstegen, D. (2011). Public education finance systems in the United States and funding policies for populations with special educational needs. Education Policy Analysis Archives, 19, 21.
This research investigates state finance policies for public education using survey methodology. The purpose is to update previous work and the existing knowledge base in the field as well as to provide a compendium of finance and policy options that are used across the states to finance public elementary and secondary schools. Chief state school officers or their designee were queried; data were provided for all 50 states and posted on the web for verification. This article presents the findings together with crosscutting themes including major state apportionment policies for K-12, special student populations, capital outlay provisions and transportation funding.
Verstegen, D. A. (2011). A 50 state survey of school finance policies: A quick glance at school finance. Volume II. Reno, NV: University of Nevada, Reno, Nevada Center for Excellence in Disabilities.
This two volume document is a state-by-state breakdown of the school funding approaches for all 50 states, with a brief overview for each. It provides state-level descriptions of public elementary and secondary finance policies and programs in effect during the 2010-11 school year. The information was provided by the chief state superintendent or finance officer for each state, or their designee, and is based on surveys that were completed in response to a request for descriptions of school finance programs and provisions. Once information was compiled from each state, it was posted on the internet for verification and correction by each state department of education, and changes were incorporated.