Source: Brown Center Chalkboard
In “The Equity Problem in Teacher Pensions,” released in January, Edunomics Lab took a preliminary look at the scope of variation in how pension funds are applied across schools in order to shed light on meaningful patterns that have largely remained in the dark. Our initial analysis of patterns in Delaware and three districts in Wisconsin, California, and Pennsylvania suggests that the current pension wealth accrual structure results in an inequitable deployment of these key education resources.