ALERT: COVID-19 INFORMATION, EBOOK AND ONLINE RESOURCES

Recent Advancements in Education Finance and Policy

Edited by:
Thomas Downes, Tufts University
Kieran M. Killeen, University of Vermont

A volume in the series: Research in Education Fiscal Policy and Practice. Editor(s): Kieran M. Killeen, University of Vermont. Thomas Downes, Tufts University.

Call for Chapters

The following is a call for manuscripts to be included in a new book titled Recent Advancements in Education Finance and Policy, as part of the ongoing books series by Information Age Publishing called Research in Education, Fiscal Policy and Practice, edited by Thomas Downes and Kieran Killeen. Brief abstracts for proposed chapters in the book will be accepted until July 15, 2020. Potential chapter topics and submission guidelines are detailed below.

Motivation and Organization of the Proposed Volume

The past decade has seen a steady flow of important and innovative papers documenting the short- and long-term effects of finance reforms and the heterogeneity of the effects of reforms, exemplified by papers like Jackson, Johnson, & Persico (2016), Lafortune, Rothstein, & Schanzenbach (2018), Hyman (2017), and Candelaria and Shores (2019). Those papers have reinvigorated research on the effects of finance reforms, while raising important questions about how to best design a finance system and generate necessary revenues.

The papers mentioned above, along with other papers too numerous to mention, have taken advantage of better data and better methods to address long-standing questions and generate provocative new answers. Since the landscape has changed quickly, policy makers and prospective researchers require a summary of the current state of the research on the effects of school finance reforms. Answers are also needed to such questions as:

• To what extent are lessons from the Great Recession applicable to the Covid-19 induced crisis. For example, how will states allocate cuts in grants and will those cuts undo state progress in equalizing educational access? Are there strategies for allocating resources that best preserve student learning?

• How do financing systems need to be modified to accommodate greater use of online education?

• How should school finance systems be designed to provide equal access (or, at a minimum, adequate access) to students with special needs?

• Why is there significant heterogeneity in the results of different finance reforms?

• What have been the effects of recent state efforts to reduce the role of the property tax in financing K-12 education?

• How should finance systems be designed to more effectively close persistent achievement gaps?

• How should large school districts allocate resources to individual schools to best address inequities and achievement gaps?

• How, if at all, should states integrate the financing of preschool education with the financing of elementary and secondary education?

• Should states mandate consolidation of small school districts or should states incentivize consolidation and the sharing of resources? If yes to incentives, how should those incentives be designed?

• How, if at all, should states integrate the financing of public, two-year colleges with the financing of elementary and secondary education?

To help prepare the next generation of researchers and policy makers in the realm of school finance, this volume will include papers that summarize the current state of research on the questions above, as well as other pressing questions in education finance and policy. Proposed papers may take the form of reviews of recent research, new empirical research, exemplary case studies, or combinations thereof.

The book aims to bridge a space between comprehensive textbooks and journal articles in the field of education finance and policy. There are two main target audiences. The book is meant to serve professionals like school district administrators and education policy practitioners that desire a contemporary update to their previous study of education finance and policy issues. These audiences often have limited access to peer reviewed journals and knowledge of pertinent government and related policy reports in the field. The book is also meant to serve students and faculty from programs in public administration, public policy, community development and applied economics, education administration, educational leadership and policy studies that are studying content related to education policy, the economics of education, state and local public finance, and taxation. Some upper level undergraduate students may also benefit from this resource.

Submission Guidelines

• In response to this call, prospective authors are invited to submit a chapter proposal of ~500 words by July 15, 2020 using the editors’ emails above. The proposal should include the chapter title, research question, a statement of the policy question that the chapter is designed to address, summaries of the main sections of the chapter, and a statement about why the manuscript will be valued by the target audience.

• Editors will review each proposal and will select chapters within 30 days.

• The author(s) of each chapter will be invited to a convening (possibly virtual) in early January 2021.

• Peer review feedback, editorial review, and professional copy-editing services will be provided during winter/spring 2021

• Selected chapters will be invited to participate in virtual panel presentations in early June 2021.

• The final book chapters will be due August 15, 2021.

• Book publication is slated for Fall 2021.

BUY ONLINE
  • This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125
ordering information
CATEGORIES
CLASSIFICATION
    RELATED TITLES
    SHARE THIS PAGE
    PREVIEW
    MORE INFORMATION