This publication examines two policy related issues, whether money matters in education and the effect of state constitutional litigation. Certainly those involved with education policy have struggled to understand how money matters in education and must be astonished by educational research that finds no strong or consistent relationship between the two. Similarly, with more than 40 states having had the constitutionality of their state education funding systems challenged, and with a plaintiff success rate of about 50 percent, those involved with education policy must wonder if it is worth challenging a state funding system through the courts. Additional papers explore three statistical and measurement problems that NCES has encountered. The first is how to measure resources at the student level rather than at the school or school district level. The second statistical and measurement problem is what constitutes "good practice" when conducting education finance research using NCES data bases.
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