Funding Student Types: How states can mine their own data to guide finance policy on high-needs students

New data and accountability agendas have heightened attention to performance disparities between students with different identifiable needs—needs that stem from poverty, disability, or limited English proficiency. To help states design effective funding policies to serve high-needs students, this brief by Marguerite Roza helps states ask the right questions, tap their own data, and analyze funding in relation to student outcomes.

Read this Paper