Mission — Access to Education
The mission of the National Access Network is to provide comprehensive, up-to-date, nation-wide information regarding efforts to promote equal educational opportunity, especially in regard to the financing of public education, and to promote meaningful educational opportunities for all children, especially those low-income and minority children currently being denied this opportunity.
Based at Teachers College, Columbia University, Access maintains a research website that provides up-to-date information on the status of litigations and education finance reform in all 50 states. We also publish a monthly electronic newsletter, and daily summaries of important developments as reflected in media outlets throughout the country.
Access is a prime source of information for scholars and media outlets seeking a national perspective on state-based school funding litigation, education finance reform, and related issues, such as costing-out studies. In addition, we analyze important federal issues that bear on education finance and equal educational opportunity. Access also acts as a consultant and resource for school funding litigators, grassroots advocates, legislators, and other policymakers and encourages application of the best education research in reforming state education finance systems across the country.
Access provides policy analysis and proposals based on extensive academic research. We take into account all perspectives in the school funding debate in seeking to understand how best to promote educational equity and educational opportunity through litigation and through legislative and regulatory reform. We provide a national perspective and a nationally focused source of information, and are available to consult with litigators, scholars, legislators and other policymakers as well as reporters and writers about these issues.
Content published in the National Access website – or content produced and disseminated by any of its collaborators with funding from the Access Network – does not necessarily reflect the views of Teachers College, its trustees, administration or faculty.