Throughout IDRA’s history, our research has assessed fair funding policy efforts undertaken in Texas and other states to examine progress made toward achieving equity in school funding for all students. These efforts have served to inform policymakers, educators and communities about areas where additional reforms are needed and have included specific recommendations to help achieve more equitable funding systems. IDRA fair funding research has impacted policy dating back to IDRA’s inception, leading toward reductions in gaps in funding between property poor and property wealthy school systems. IDRA founder, Dr. José A. Cárdenas, summarized IDRA’s first two decades of this work in Texas School Finance Reform: An IDRA Perspective. IDRA later published The Status of School Finance Equity in Texas – A 2009 Update summarizing changes that had occurred by that point and identifying changes that were still needed.
IDRA’s research on funding for English language learners also has informed state and national policy including our seminal bilingual education cost studies for Texas, Colorado and Utah in the 1970s, finding that the lack of equitable and sufficient funding for special programs has been a continuing problem for decades.
In addition to informing the policymaking process, IDRA’s research has been used in court cases related to equity in funding dating back to the 1970s up to the current school funding equity case in Texas. Our research has informed several court rulings requiring that the state of Texas change its public school funding system in order to make it more equitable for all students and communities. (See story on entitled: "The Latest Texas School Finance Equity and Adequacy Court Case – Round Six Texas Taxpayers and Student Fairness Coalition et al vs. Williams"). More examples and resources from IDRA’s school funding research work are online.
Comments and questions may be directed to IDRA at firstname.lastname@example.org.
[©2014, IDRA. This article originally appeared in the February 2014 IDRA Newsletter by the Intercultural Development Research Association. Every effort has been made to maintain the content in its original form. However, accompanying charts and graphs may not be provided here. To receive a copy of the original article by mail or fax, please fill out our information request and feedback form. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]