The track record of judicial interventions suggests that increased school funding without other more fundamental changes typically does not lead to improved student performance.

Frederick M. Hess, AEI director of education policy studies and Education Week blogger, released today his second annual "Edu-Scholar Public Presence Rankings." Traditional measures of research productivity, which focus on academic publication, are useful in their own right, but do not offer as much insight into how education scholars influence thinking and the national discourse.

Randi Weingarten, president of the American Federation of Teachers, will join Eric A. Hanushek and Alfred A. Lindseth to debate school funding litigation.

A college education has been the key to higher real wages and living standards. But as college enrollment has increased, so has the difficulty in paying for higher education.

The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability.

Today, RHSU unveils the 2012 Edu-Scholar Public Presence rankings. The metrics, as explained yesterday, are designed to recognize those university-based academics who are contributing most substantially to public debates about schools and schooling.

What now determines which teachers are laid off, and is that policy best for students?

It is a view as ubiquitous as it is simplistic: To improve public education, pay teachers more—a lot more. Union officials, education reformers, scholars, laypeople, and politicians of all stripes endorse this principle in one form or another.