School finance in the digital-learning era: A review
The Fordham Institute continued its critical series exploring how to create sound policy for digital learning in November with two new papers, “Teachers in the Age of Digital Instruction” by Bryan C. Hassel and Emily Hassel, and “School Finance in the Digital-Learning Era” by Paul T. Hill. And more are on the way soon, including important ones exploring local control in the digital era and the true—and hotly debated—costs of online learning.Hill’s paper tackles the other side of the coin of the costs of online learning, as he works through the ideal funding system that would promote innovation but strike the right balance with the need for accountability for public funds. The key tenets of his proposed ideal system are that it funds education, not institutions; moves money as students move; pays for unconventional forms of instruction; and withholds funding for ineffective programs without chilling innovation.
His fundamental idea to accomplish this won’t surprise anyone familiar with the school finance debates, but he states it in a simple and eloquent way that is worth quoting:
Every student would have an account that showed what funding from all sources was available for her education,
