abstract:

In an era of globalized education policy, the problems of equitably funding public schools have universal relevance. Critical Resource Theory (CReT), a conceptual extension of Critical Theory (CT), uses data generated from quantitative analyses of public funding to inform policy and produce more equitable resources and outcomes for low-wealth communities. Authors illustrate CReT’s conceptual antecedents and apply a CReT lens to two case studies. One describes two inequitably resourced urban schools within the same school district, and the second examines how experimentally adjusting one state’s school funding formula’s variables can mean more state monies for low-wealth communities’ schools. Although this paper addresses education finance, CReT’s conceptual lens is applicable to other public funding policies.

摘要：

在全球化教育政策的时代，公平资助公立学校的问题具有普遍意义。批判性资源理论 (CReT) 是批判性理论 (CT) 的概念延伸，它使用公共资金定量分析产生的数据来为低财富社区制定政策并提供更公平的资源和成果。作者说明了 CReT 的概念前因，并将 CReT 镜头应用于两个案例研究。一个描述了同一学区内两所资源不公平的城市学校，第二个研究了通过实验调整一个州的学校资助公式的变量如何意味着更多的国家资金用于低财富社区的学校。尽管本文涉及教育融资，但 CReT 的概念视角适用于其他公共资助政策。