All students deserve to go to excellent, well-funded schools.
Policies that base funding on community wealth and ignore the real costs of educating all students hurt everyone, especially students of color, students from families with limited incomes, and students who require additional programs, supports and services.
Learn more about IDRA’s work to ensure fair school funding for all students below.
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New! Policy Brief: What You Need to Know About the “ESSER Cliff” – How Schools Will Be Impacted by the End of Federal COVID-19 Relief Funding
Since its founding, IDRA has worked to make sure schools are funded fairly. Unfortunately, we continue to have funding systems that benefit some students more than others. Students who live in communities that are able to raise a lot of money through property taxes often have more resources for school buildings, high-quality teachers, counselors and learning materials. Their fellow students who live in poorer districts – because of a history of racial segregation and intentionally harmful housing and economic policies – do not have access to the same important resources.
IDRA supports families, communities, and students – particularly students from families with limited incomes, students of color, English learners, and others – who demand access to great, well-funded schools. We advocate sustainable policies that accurately identify the cost of education for all students and fund all schools fairly.
Learn more about IDRA’s policy recommendations for Texas.
Resources
Changing Policy
Letter to Commissioner Morath on Charter Application Pathway for High-Performing Entities, August 2, 2024
Sign-On Letter: Public Charter Transparency – Comments to the Texas Education Agency, April, 2024
My Siblings Deserve Better, Fully Funded Schools – IDRA Testimony Submitted by Jordan Madden to the Senate Education and Youth Committee, in support of SB 284/HB 668, March 20, 2024
Texas Has Alternatives to Recapture Discounts to Keep Equitable Funding in Schools – IDRA Testimony against HB 3028, submitted by Chloe Latham Sikes, Ph.D., to the Texas House Public Education Committee, April 20, 2023
Education Savings Accounts Contradict Steps to Improve Texas Special Education – IDRA Testimony against SB 1474, submitted by Chloe Latham Sikes, Ph.D., to the Texas Senate Education Committee, April 12, 2023
Private School Voucher Programs Disempower Parents – IDRA Testimony against HB 4807, submitted by Chloe Latham Sikes, Ph.D., to the Texas House Public Education Committee, April 11, 2023 – See video
Education Savings Accounts Should Not Come at the Cost of Improvements to Texas Special Education – IDRA Testimony against HB 3781, submitted by Chloe Latham Sikes, Ph.D., to the Texas House Public Education Committee, April 11, 2023
Education Savings Accounts (ESAs) Subsidize Discrimination Against Students – TLEEC Testimony Against HB 4340, submitted by Diana Long to the Texas House Public Education Committee, April 11, 2023 – See video
Texas Doesn’t Have to Give a Discount to Reduce Recapture and Keep Equitable Funding in Schools – IDRA Testimony against SB 2088, submitted by Chloe Latham Sikes, Ph.D., to the Texas Senate Education Committee, April 5, 2023
Greater Investments and Targeted Supports Make Texas Public Schools Better for All Students – IDRA Testimony on HB 100, submitted by Chloe Latham Sikes, Ph.D., and Diana Long, to the Texas House Public Education Committee, April 4, 2023
SB 8 Poses a Threat to Students’ Civil Rights with Devastating, Discriminatory Impacts on Vulnerable Students – TLEEC Testimony Against SB 8, submitted by Diana Long to the Texas Senate Education Committee, March 22, 2023
Students Deserve to Attend Fully-Funded Public Schools That Affirm and Sustain All Aspects of their Identity – IDRA Testimony Against Senate Bill 233, Submitted to the Georgia House Education Committee on March 20, 2023
Texas Legislative Education Equity Coalition Urges State Leaders to Oppose Private Voucher Schemes, February 16, 2023
HB 59 Strips Schools of the Local Funding They Need for Equitable and Adequate Education – IDRA Testimony against House Bill 59, Submitted by Chloe Latham Sikes, Ph.D., before House Ways & Means Committee, April 12, 2021
Educational Institutions Need Protected State Funding – IDRA comments by Dr. Chloe Latham Sikes submitted to House Appropriations, Re: Public Education and Higher Education; and to Senate Finance, Re: Public Education and Higher Education, February 22, 2021
Texas Must Fulfill its Funding Promises to Public Schools – IDRA Policy Priorities for Texas Legislative Session (English) • (Español), December 17, 2020
IDRA Principles of Fair Funding for the Common Good
Hispanic Education Coalition Outlines Federal Appropriations Priorities for Fiscal Year 2021: U.S. House • U.S. Senate
Summary of Texas School Finance Reforms: 2019
Testimony: Ensuring Equity and a Meaningful Education for All Students
Acting on Research and Data
Policy Brief: What You Need to Know About the “ESSER Cliff” – How Schools Will Be Impacted by the End of Federal COVID-19 Relief Funding, September 2024
How Texas Schools Are Funded – And Why that Matters to Collective Success – Issue Brief, By Chloe Latham Sikes, Ph.D., August 2022
Summary of Model School Finance Legislation
Infographic: Texas State Divestment of Education
Expert Analysis and Testimony in the Texas Taxpayer and Student Fairness Coalition vs. Michael Williams, et al., court case
Policy Brief: Fair and Essential Education Funding Requires State Investment
White Paper: The Cost of Inequity in Education
Book: Texas School Finance Reform: An IDRA Perspective
Engaging Communities
Joint Testimony by the Texas Postsecondary Advocates Coalition (PAC): Texas Interim Charge 4, Questions 1, 4, 6: Digital Divide, September 1, 2020
Coalition Letter to State Leaders About Investing in Education
IDRA’s Texas School Finance news dashboard
Communicating Effectively
Why Some San Antonio Students Want an End to School Policing, by Camille Phillips, Texas Public Radio, July 9, 2020
Podcast: A History of School Funding in Texas
Op-ed: No Place for Complacency in Educating Poor Children
