This report discusses how Rhode Island changed its funding formula despite being in a recession in order to distribute funds more equitably across the state to serve students with the greatest needs.

This 2018 literature review conducted by Northwestern University Professor Kirabo Jackson finds compelling evidence of a causal relationship between school spending and improved student outcomes.

This peer-reviewed article from The Quarterly Journal of Economics studies the long-term effects of school finance reforms on student economic outcomes.

This blog from May 2020 discusses the dire need for additional federal investment to offset instructional losses, which will be far worse than the losses experienced during the Great Recession.

This blog from April 2020 by LPI Senior Researcher and Policy Analyst Michael Griffith estimates the impact of COVID-19 on teaching positions across the country and highlights the need for additional federal resources.

This data set from the U.S. Bureau of Labor Statistics contains labor force statistics from the Current Population Survey, including the national unemployment rate.

This policy brief provides research-based policy recommendations to ensure adequate monitoring, support, and resources that prioritize equity in learning for state leaders in California and other states.

Michael DiNapoli Jr. outlines the magnitude of need with cost estimates and strategies that policymakers can use for their upcoming school year budgets.

This report examines Maryland students' math and reading scores, showing gains in both subjects in the decade following the state's 2002 school funding reforms.

The annual Quality Counts reports from Education Week dive deeply into the specifics of state school funding, and they rate states in terms of equity and access.

This report card contains Rhode Island students' math and reading scores on the National Assessment of Educational Progress (NAEP), showing gains in both subjects following the state's 2010 school funding reforms.

This article by Brookings scholar Henry Aaron describes how COVID-19 exacerbated existing gaps in the social safety net and emphasizes the weaknesses of relying primarily on unemployment insurance to combat this crisis.

This article delves into the reasoning behind poverty measures in funding formulas and shows how different definitions of poverty (at either the student or district level) can lead to more or less adequate funding of those most in need.

This dissertation examines the effect of educational resource distribution on student learning and achievement, focusing on the Abbott school finance reforms that funneled additional resources into low-wealth New Jersey school districts.