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http://arks.princeton.edu/ark:/88435/dsp01jh343w19mFull metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Baker, Bruce D. | - |
| dc.contributor.author | Sciarra, David G. | - |
| dc.contributor.author | Farrie, Danielle | - |
| dc.date.accessioned | 2020-05-16T21:56:13Z | - |
| dc.date.available | 2020-05-16T21:56:13Z | - |
| dc.date.issued | 2015 | - |
| dc.identifier.uri | http://arks.princeton.edu/ark:/88435/dsp01jh343w19m | - |
| dc.description | The fourth edition of Is School Funding Fair? A National Report Card examines school funding fairness in the midst of a slow economic recovery from the Great Recession. That recovery, for the most part, has not yet extended to school funding. The National Report Card measures the fairness of the school finance systems in all 50 states and the District of Columbia according to the definition above. The central purpose of the Report Card is to evaluate the extent to which state systems ensure equality of educational opportunity for all children, regardless of background, family income, where they live, or where they attend school. Equal educational opportunity means that all children and all schools have access to the resources and services needed to provide them with the “opportunity to learn.” | en_US |
| dc.language.iso | en_US | en_US |
| dc.relation.uri | https://edlawcenter.org/publications/ | en_US |
| dc.subject | Public schools—United States—Finance | en_US |
| dc.subject | Educational equalization—United States | en_US |
| dc.title | Is school funding fair? A national report card, fourth edition | en_US |
| pu.projectgrantnumber | 690-1011 | - |
| pu.depositor | Knowlton, Steven | - |
| dc.publisher.place | Newark, N.J. | en_US |
| dc.publisher.corporate | Education Law Center | en_US |
| Appears in Collections: | Monographic reports and papers (Publicly Accessible) | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| National_Report_Card_2015.pdf | 6.02 MB | Adobe PDF | View/Download |
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