As we recognize Constitution Day this year, so much is stake—our institutions, our rights and our ability to teach. So the Albert Shanker Institute and Share My Lesson are launching a series of teach-ins to provide content knowledge on the rights granted in the Constitution, with teachable strategies for the classroom.
A proposal for and simulation of a new "foundation formula" approach to federal K-12 funding, one in which federal funds are allocated based not only on student need (as is currently the case), but also on “effort”—that is, whether states contribute a reasonable minimum "fair share" of their economies to their public schools.
This blog series builds on an event ASI co-sponsored with The Century Foundation where U.S. Senator Tammy Duckworth and a distinguished group of experts discussed the threat to voting rights and why it is critical to protect them, especially for people with disabilities, and what Congress is considering doing to protect voting rights for all Americans.
A national evaluation of the K-12 school finance systems of all 50 states and D.C., published by researchers from the Albert Shanker Institute and Rutgers Graduate School of Education.
In honor of Constitution Day (September 17th), this blog series invites teachers and leaders in the field of civics and democracy education to address the question: Why is it important to teach the Constitution?
This report presents an analysis of student segregation by race and ethnicity in New York City, focusing on segregation within and between the city's public and private school sectors.
This research brief presents key findings from a new database of funding adequacy in 12,000 U.S. public school districts published by researchers at ASI and the Rutgers Graduate School of Education.
This third edition of our annual report presents measures of the effort, adequacy, and fairness of each state's school finance system, using a public database compiled by researchers at ASI and Rutgers Graduate School of Education.
In this policy brief, four prominent scholars examine how public colleges and universities, after decades of underfunding, can cope with projected budget shortfalls brought on by the pandemic.
