Bush Institute fellow Sandy Kress and education analysts Elizabeth Ettema and Krishanu Sengupta examine policies that encourage classroom productivity. State constitutions regularly call for an “efficient” delivery of education services to students. Yet, the authors explain, districts often lack the incentives to meet that constitutional goal. The trio highlights how states can ensure greater productivity through such means as more reliable evaluations of teachers.
The paper addresses these questions, and presents a framework for discussion that applies not just to Texas, but to any state with a constitutional requirement to educate its students efficiently.
