2026 Conference Dates: October 21–23, 2026
Location: Raleigh, North Carolina
Proposal Submission Window: February 14, 2026 – April 1, 2026
Notification of Acceptance: May 1, 2026
Location: Raleigh, North Carolina
Proposal Submission Window: February 14, 2026 – April 1, 2026
Notification of Acceptance: May 1, 2026
2026 Program Theme:
Education Finance in a Turbulent Era: Responding to Fiscal Volatility, Policy Shifts, and Navigating the Future of Educational Opportunity
Education Finance in a Turbulent Era: Responding to Fiscal Volatility, Policy Shifts, and Navigating the Future of Educational Opportunity
Education finance is being reshaped by a convergence of fiscal instability and rapid policy change. The expiration of federal pandemic relief funding has renewed attention to the structural features of state and local finance systems, including the capacity of funding formulas to respond to shifting enrollment, rising costs, and persistent staffing constraints (Baker et al., 2021; Farrie & Sciarra, 2022). These pressures have made resource allocation decisions at the local level more visible and more consequential, elevating questions not only of efficiency, but also of adequacy, equity, and legal defensibility across P–20 systems (Candelaria & Shores, 2019; Jackson et al., 2016; Lafortune et al., 2018).
At the same time, the governance context in which finance policy operates is evolving. Education funding decisions have always been shaped by political considerations, but recent research suggests that partisan ideology is now more systematically associated with both overall spending levels and the distribution of funds across districts serving different racial, socioeconomic, and geographic communities (Favero & Kagalwala, 2024). The expansion of choice mechanisms and the continued salience of education finance litigation have further sharpened debate about fiscal impact, accountability, and public obligation (Gittell & McKenna, 1999; Wood & Theobald, 2003). Demographic shifts and enrollment decline have added technical and political challenges related to consolidation, school closures, and long-term facilities planning, areas where funding decisions often intersect with community identity and local governance (Baker et al., 2021). Meanwhile, special education remains a major area of expenditure and legal responsibility, continuing to shape discussions about funding adequacy, service delivery models, and compliance obligations (Candelaria & Shores, 2019; Jackson et al., 2016).
Emerging technologies, including artificial intelligence, introduce additional complexity into this landscape. Beyond instructional applications, AI-enabled systems are increasingly discussed in relation to administrative decision-making, data management, and organizational planning, raising finance-relevant issues of procurement, professional learning, data governance, and equitable access to technological infrastructure (Adams & Thompson, 2025; Tyson & Sauers, 2021; Wang, 2021). As education systems consider modernization, education finance scholarship has an opportunity to clarify the costs, tradeoffs, governance implications, and distributive consequences associated with these investments.
The National Education Finance Academy invites proposals that advance the knowledge base for policy and practice in this environment. We welcome rigorous empirical work, conceptual and theoretical contributions, methodological innovations, and applied policy analyses that illuminate both longstanding finance challenges and emerging pressures shaping resource allocation and educational opportunity.
At the same time, the governance context in which finance policy operates is evolving. Education funding decisions have always been shaped by political considerations, but recent research suggests that partisan ideology is now more systematically associated with both overall spending levels and the distribution of funds across districts serving different racial, socioeconomic, and geographic communities (Favero & Kagalwala, 2024). The expansion of choice mechanisms and the continued salience of education finance litigation have further sharpened debate about fiscal impact, accountability, and public obligation (Gittell & McKenna, 1999; Wood & Theobald, 2003). Demographic shifts and enrollment decline have added technical and political challenges related to consolidation, school closures, and long-term facilities planning, areas where funding decisions often intersect with community identity and local governance (Baker et al., 2021). Meanwhile, special education remains a major area of expenditure and legal responsibility, continuing to shape discussions about funding adequacy, service delivery models, and compliance obligations (Candelaria & Shores, 2019; Jackson et al., 2016).
Emerging technologies, including artificial intelligence, introduce additional complexity into this landscape. Beyond instructional applications, AI-enabled systems are increasingly discussed in relation to administrative decision-making, data management, and organizational planning, raising finance-relevant issues of procurement, professional learning, data governance, and equitable access to technological infrastructure (Adams & Thompson, 2025; Tyson & Sauers, 2021; Wang, 2021). As education systems consider modernization, education finance scholarship has an opportunity to clarify the costs, tradeoffs, governance implications, and distributive consequences associated with these investments.
The National Education Finance Academy invites proposals that advance the knowledge base for policy and practice in this environment. We welcome rigorous empirical work, conceptual and theoretical contributions, methodological innovations, and applied policy analyses that illuminate both longstanding finance challenges and emerging pressures shaping resource allocation and educational opportunity.
Topics may include (but are not limited to):
- Fiscal sustainability after federal relief funding and expenditure redesign
- Choice expansion (vouchers, ESAs) and fiscal impacts on public education systems
- Enrollment decline, consolidation, school closures, and facilities finance
- Education Finance Policy
- Special education finance, service delivery models, and legal mandates
- Teacher labor markets, compensation, and workforce finance
- Adequacy, equity, and opportunity-centered funding policy
- Education finance litigation, constitutional claims, remedies, and compliance
- Accountability, transparency, and public legitimacy of funding systems
- Technology modernization, AI, and emerging fiscal and equity considerations
- Capital planning, deferred maintenance, and infrastructure investment
- Higher education finance, affordability, and workforce-aligned funding models
- Interdisciplinary work spanning economics, law, policy, and organizational systems
Research Roundtable
This interactive session allows presenters to share research projects at different stages of development, from early conceptual frameworks to preliminary findings. Presenters will provide an overview of their work, followed by a discussion with attendees to gather feedback, insights, and suggestions to help advance the research.
Paper Presentation
This session provides an opportunity for researchers to present completed empirical studies, theoretical analyses, or methodological advancements in a formal conference setting.
Policy & Practice Workshop
These sessions are designed for researchers, policymakers, and practitioners who wish to engage in applied, practice-oriented dialogue. Workshops should translate research, policy analysis, or field-based knowledge into actionable insights related to education finance, governance, resource allocation, or system capacity. Proposals may focus on topics such as finance reform implementation, budgeting strategies, legal compliance, workforce planning, data use, or technology investment. Sessions should be interactive and structured to foster discussion, problem-solving, and knowledge exchange across roles and sectors.
We hope to see you in Raleigh in October!
References
Adams, D., & Thompson, P. (2025). Transforming school leadership with artificial intelligence: Applications, implications, and future directions. Leadership and Policy in Schools, 24(1), 77–89.
Baker, B. D., Di Carlo, M., & Weber, M. (2021). The adequacy and fairness of state school finance systems (3rd ed.). Albert Shanker Institute.
Candelaria, C. A., & Shores, K. A. (2019). Court-ordered finance reforms in the adequacy era: Heterogeneous causal effects and sensitivity. Education Finance and Policy, 14(1), 31–60.
Farrie, D., & Sciarra, D. G. (2022). Making the grade: How fair is school funding in your state? Education Law Center.
Favero, N., & Kagalwala, A. (2024). The politics of school funding: How state political ideology is associated with the allocation of revenue to school districts. Educational Policy. Advance online publication.
Gittell, M., & McKenna, L. (1999). Redefining education regimes and reform: The political role of governors. Urban Education, 34(3), 268-291.
Jackson, C. K., Johnson, R. C., & Persico, C. (2016). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. Quarterly Journal of Economics, 131(1), 157–218.
Lafortune, J., Rothstein, J., & Schanzenbach, D. W. (2018). School finance reform and the distribution of student achievement. American Economic Journal: Applied Economics, 10(2), 1–26.
Tyson, M. M., & Sauers, N. J. (2021). School leaders’ adoption and implementation of artificial intelligence. Journal of Educational Administration, 59(3), 271–285.
Wang, Y. (2021). Artificial intelligence in educational leadership: A symbiotic role of human–artificial intelligence decision-making. Journal of Educational Administration, 59(3), 256–270.
Wood, R. C., & Theobald, N. D. (2003). Political responsiveness and equity in public education funding. American Journal of Political Science, 47(1), 52–66.
This interactive session allows presenters to share research projects at different stages of development, from early conceptual frameworks to preliminary findings. Presenters will provide an overview of their work, followed by a discussion with attendees to gather feedback, insights, and suggestions to help advance the research.
Paper Presentation
This session provides an opportunity for researchers to present completed empirical studies, theoretical analyses, or methodological advancements in a formal conference setting.
Policy & Practice Workshop
These sessions are designed for researchers, policymakers, and practitioners who wish to engage in applied, practice-oriented dialogue. Workshops should translate research, policy analysis, or field-based knowledge into actionable insights related to education finance, governance, resource allocation, or system capacity. Proposals may focus on topics such as finance reform implementation, budgeting strategies, legal compliance, workforce planning, data use, or technology investment. Sessions should be interactive and structured to foster discussion, problem-solving, and knowledge exchange across roles and sectors.
We hope to see you in Raleigh in October!
References
Adams, D., & Thompson, P. (2025). Transforming school leadership with artificial intelligence: Applications, implications, and future directions. Leadership and Policy in Schools, 24(1), 77–89.
Baker, B. D., Di Carlo, M., & Weber, M. (2021). The adequacy and fairness of state school finance systems (3rd ed.). Albert Shanker Institute.
Candelaria, C. A., & Shores, K. A. (2019). Court-ordered finance reforms in the adequacy era: Heterogeneous causal effects and sensitivity. Education Finance and Policy, 14(1), 31–60.
Farrie, D., & Sciarra, D. G. (2022). Making the grade: How fair is school funding in your state? Education Law Center.
Favero, N., & Kagalwala, A. (2024). The politics of school funding: How state political ideology is associated with the allocation of revenue to school districts. Educational Policy. Advance online publication.
Gittell, M., & McKenna, L. (1999). Redefining education regimes and reform: The political role of governors. Urban Education, 34(3), 268-291.
Jackson, C. K., Johnson, R. C., & Persico, C. (2016). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. Quarterly Journal of Economics, 131(1), 157–218.
Lafortune, J., Rothstein, J., & Schanzenbach, D. W. (2018). School finance reform and the distribution of student achievement. American Economic Journal: Applied Economics, 10(2), 1–26.
Tyson, M. M., & Sauers, N. J. (2021). School leaders’ adoption and implementation of artificial intelligence. Journal of Educational Administration, 59(3), 271–285.
Wang, Y. (2021). Artificial intelligence in educational leadership: A symbiotic role of human–artificial intelligence decision-making. Journal of Educational Administration, 59(3), 256–270.
Wood, R. C., & Theobald, N. D. (2003). Political responsiveness and equity in public education funding. American Journal of Political Science, 47(1), 52–66.