The K-12 Education team knows that money matters in education. Funding affects every aspect of a high-quality, well-rounded education, and there are both racial and socioeconomic disparities in investment and opportunities. States and districts are facing extreme inequities in funding, and at the same time, federal investment in education currently covers only about 8 percent of funding. We are fighting for a dramatic increase in investment and more equitable funding systems so that schools and students receive the resources they deserve. One major CAP proposal in this priority area is Public Education Opportunity Grants. This federal grant program would significantly increase federal funding for K-12 education and target it to schools that need it the most. See the K-12 Education team’s other core priority areas:
Community members highlight the importance of community involvement in school spending decisions and ways for schools to increase this engagement.
Students, educators, and family members describe how the underfunding of K-12 public schools has negatively impacted their experiences and opportunities.
Ensuring a quality education for America’s students during the COVID-19 pandemic will require a range of federal and state supports, as well as efforts to build a robust economy that works for everyone.
There are valid criticisms about the current structure of state standardized testing in schools; the solution is not to get rid of these assessments but rather to design them differently.
Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.
This fact sheet outlines the details of a proposed grant program that would increase recruitment and retention of highly qualified educators in schools with the highest teacher turnover.
The Center for American Progress proposes a new grant program to address the working conditions that contribute to job dissatisfaction and high turnover among the nation’s K-12 teachers in order to increase equal access to highly qualified teachers.
The Education Department has an opportunity to reimagine the policymaking process by committing to incorporating student voice.
As K-12 districts and schools plan for recovery from the COVID-19 pandemic, it is essential that providing social and emotional supports for educators is a key part of the conversation.
Community members in Indiana and New Mexico provide context on how Black, Latinx, and Indigenous students should be fully prepared for the future workforce.