During the Great Recession, national public school per-pupil spend-ing fell by roughly 7 percent and persisted beyond the recovery. The impact of such large and sustained education funding cuts is not well understood. To examine this, first, we document that the recessionary drop in spending coincided with the end of decades-long national growth…

The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using data from the Stanford Education Data Archive (SEDA), we describe the patterns of math and English language arts (ELA) achievement for students attending schools in communities differentially affected by recession-induced employment…

In June 1993 the "Wall Street Journal" carried a table of data prepared by the Heritage Foundation that listed the states in order of the average amount they expend on each public school student. The table also contained each state's rank on the average score on the Scholastic Aptitude Test (SAT) and the rank of each state in the average…

Applies LISREL 8 to data from the 1992 National Assessment of Educational Progress (mathematics, eighth grade) and the Common Core of Data of U.S. school districts. Proposes a positive relationship between per-pupil expenditures and achievement due to reduced class size. (MJP)

Data from the National Assessment of Educational Progress mathematics assessment for within-state samples of eighth graders suggest that achievement is inversely related to school and district size indexes and to state-funding share. Higher achieving states have smaller schools and districts and smaller state shares of school expenditures. (SLD)

Inferences that spending money (high average per pupil expenditure) does not improve education are questioned because of obvious differences in cost of living; in-state differences; differences in costs and demographic differences; and comparing average measures with measures from a nonrandom sample (Scholastic Aptitude Test scores). (SLD)