Project MUSE®: Journal of Education Finance and Law - Latest Articles
https://muse.jhu.edu/journal/442
Project MUSE®: Latest articles in Journal of Education Finance and Law.daily12026-05-12T00:00:00-05:00text/htmlen-USVol. 35 (2009) through current issueLatest Articles: Journal of Education Finance and LawTWOProject MUSE®Journal of Education Finance and Law3067-8560Latest articles in Journal of Education Finance and Law. Feed provided by Project MUSE®The Failure-to-Implement the IEP Dimension of FAPE under the IDEA: The Current Approaches for Each Circuit
https://muse.jhu.edu/article/986578
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The central obligation under the Individuals with Disabilities Education Act (IDEA) is the provision of a free appropriate public education (FAPE) to each eligible student.1 Thus far, the courts and, in part, Congress have evolved three successive dimensions, or "faces," of FAPE: procedural, substantive, and implementation.2 The retrospective remedies under the IDEA, which are tuition reimbursement and compensatory education, require denial of FAPE under one or more of these faces of FAPE.3To fill a gap in the legal literature,4 this brief article provides a current tabulation of the case law in each jurisdiction for the competing approaches for the leading form of the implementation dimension—failure to implement
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallThe Failure-to-Implement the IEP Dimension of FAPE under the IDEA: The Current Approaches for Each Circuit2026-03-31text/htmlen-USThe Failure-to-Implement the IEP Dimension of FAPE under the IDEA: The Current Approaches for Each Circuit2026-03-312026TWOProject MUSE®988072026-05-12T00:00:00-05:002026-03-31Examining the Effects of Aid Expansion: Student Choices Using the GI Bill and the Geographic Parity Paradox
https://muse.jhu.edu/article/986579
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Since the end of World War II, education benefits have been a recruitment incentive for joining the military, including the U.S. Army. Indeed, many service members join the military to gain access to these benefits (Zoli et al., 2015). It is unsurprising then that recent research suggests serving in the Army significantly increases college attendance (Greenberg et al., 2021), and up to 80% of military veterans plan on using their educational benefits (Hornor, 2021). Currently, one of the most commonly used educational benefit is the Post-9/11 Veterans Educational Assistance Act of 2008, also known as the Post-9/11 GI Bill (PGIB). Like earlier GI Bills, PGIB provides funds to cover educational expenses, including
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallExamining the Effects of Aid Expansion: Student Choices Using the GI Bill and the Geographic Parity Paradox2026-03-31text/htmlen-USExamining the Effects of Aid Expansion: Student Choices Using the GI Bill and the Geographic Parity Paradox2026-03-312026TWOProject MUSE®1183602026-05-12T00:00:00-05:002026-03-31Concerning the Cell Phone Ban and Restriction Movement
https://muse.jhu.edu/article/986580
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On October 22nd, 2024, a 16-year-old Akron (Ohio) Public Schools student was involved in a nationally publicized story after school surveillance cameras recorded him being struck several times in the head by a school resource officer.1 According to media reports, the student initially bypassed the school metal detectors and was redirected through the detectors. After what appeared to be a verbal confrontation, the video showed officers grabbing the student, with one officer seen hitting him as he was taken to the ground. In the aftermath, the student was initially charged with counts including resisting arrest and obstruction that were later dismissed, and the SRO was placed on administrative duty and ultimately
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallConcerning the Cell Phone Ban and Restriction Movement2026-03-31text/htmlen-USConcerning the Cell Phone Ban and Restriction Movement2026-03-312026TWOProject MUSE®931532026-05-12T00:00:00-05:002026-03-31Is Expanding School Choice "Unwinding" American Principles?
https://muse.jhu.edu/article/986581
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Over the past five years, private school choice funding schemes have expanded quickly. From 2021 to 2025, statewide universal voucher programs that allow any student, regardless of family income or history of attending public schools, have ballooned from none to thirteen, making 40% of U.S. children eligible to participate (EdChoice, 2025). At the start of 2025, 12 of 28 states had made—or were about to make—all K-12 students eligible for some combination of school choice funding (Lieberman, 2025).School choice programs are fiscal structures that allow public education funds to follow a child to enroll in a private school outside the traditional public sector.1 Each state legislature writes the laws determining
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallIs Expanding School Choice "Unwinding" American Principles?2026-03-31text/htmlen-USIs Expanding School Choice "Unwinding" American Principles?2026-03-312026TWOProject MUSE®1307622026-05-12T00:00:00-05:002026-03-31Re-thinking Adequacy: From Educational Minimums to Educational Justice
https://muse.jhu.edu/article/986582
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Educational adequacy studies have emerged as useful tools for determining the costs associated with reaching state constitutional duties for the provision of K-12 public education (Aportela et al., 2014; Baker, 2025; Odden et al., 2008; Taylor et al., 2005). However, approaches used to conduct adequacy studies, including evidence-based, professional judgment panels, successful schools approaches, and cost function analysis, have remained largely unchanged both with respect to data and methodology in recent decades (Downes & Stiefel, 2014; Taylor et al., 2005). The lack of change in approaches to estimating educational adequacy offers an opportunity to explore the methodology used to conduct these studies and
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallRe-thinking Adequacy: From Educational Minimums to Educational Justice2026-03-31text/htmlen-USRe-thinking Adequacy: From Educational Minimums to Educational Justice2026-03-312026TWOProject MUSE®1691742026-05-12T00:00:00-05:002026-03-31An Analysis of State Disinvestment Trends in Higher Education 2011 to 2021
https://muse.jhu.edu/article/986583
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The lineage of public colleges and universities can be traced back to America's fight for independence (Katsinas et al., 2022). At this time, education was left to individual states in the forming of the country and resulted in state governments developing and maintaining a vast imprint within higher education. However, despite this presence at the state level, the federal government has proven over time to find higher education an important enough element to our collective society that they have become engaged in various elements, particularly funding and legislation.Legislatively, the National Defense Education Act following the GI Bill and Civil Rights legislation are widely understood examples of this path of
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallAn Analysis of State Disinvestment Trends in Higher Education 2011 to 20212026-03-31text/htmlen-USAn Analysis of State Disinvestment Trends in Higher Education 2011 to 20212026-03-312026TWOProject MUSE®678882026-05-12T00:00:00-05:002026-03-31Values-In-Tension; Valuing Tension: Framing Education Finance for the Next Generation
https://muse.jhu.edu/article/986584
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What do we talk about when we talk about education finance? Given the range of topics and approaches in educational studies and scholarship, it is fair to ask: is education finance an identifiable field of study and, if so, does it have something to say to the wider education policy and research communities? This question has particular relevance for us here today, as we think about charting a path into the future for the National Education Finance Academy (NEFA). As much as we need to focus on issues of membership and operations, NEFA needs to also have a shared intellectual mission in order to focus our collective scholarship and research. Identifying what binds us together as education finance researchers is
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallValues-In-Tension; Valuing Tension: Framing Education Finance for the Next Generation2026-03-31text/htmlen-USValues-In-Tension; Valuing Tension: Framing Education Finance for the Next Generation2026-03-312026TWOProject MUSE®582322026-05-12T00:00:00-05:002026-03-31Shared Governance in a Post-Garcetti Environment: An Argument for Collective Bargaining
https://muse.jhu.edu/article/986585
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For decades, the Pickering-Connick test controlled how courts interpreted the First Amendment free speech rights of public employees.1 In 2006, the U.S. Supreme Court's ruling in Garcetti v. Ceballos introduced a new standard: Even when speaking on issues of public concern, public employees did not enjoy free speech rights when speaking pursuant to their official duties.2 But how would the Garcetti standard apply in the context of university teaching and research? Would the decades old tradition of academic freedom be annihilated?3 Writing for the majority, Justice Anthony Kennedy acknowledged that special considerations should be considered in the university setting.4 However, since Garcetti there has been
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallShared Governance in a Post-Garcetti Environment: An Argument for Collective Bargaining2026-03-31text/htmlen-USShared Governance in a Post-Garcetti Environment: An Argument for Collective Bargaining2026-03-312026TWOProject MUSE®715202026-05-12T00:00:00-05:002026-03-31Which Teachers Quit and What's the Cost of Reducing Their Quit Rates?
https://muse.jhu.edu/article/986586
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School teachers play a vital role developing the fundamental skills needed in increasingly competitive labor markets.1 However, school systems in the US faced the challenge of operating with turnover rates averaging nearly 16 percent from 1987 to 2018 (Ingersoll & Tran, 2023). Furthermore, the age distribution associated with teacher turnover suggests the potential for long-term churn in this service sector. For instance, past research reports a higher rate of attrition among teachers below the age of 30 and above the age of 50 (Ingersoll et al., 2021). High attrition rates of young teachers contribute to a shrinking pool of future experienced teachers. This potential lack of experienced teachers in the long term
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/442/image/coversmallWhich Teachers Quit and What's the Cost of Reducing Their Quit Rates?2026-03-31text/htmlen-USWhich Teachers Quit and What's the Cost of Reducing Their Quit Rates?2026-03-312026TWOProject MUSE®1623902026-05-12T00:00:00-05:002026-03-31