ABSTRACT
Funding models to allocate money to schools differ widely across nations and often between different jurisdictions within nations. There is usually a belief within any jurisdiction that they have it right. There is nothing wrong with diversity, and there may well be many successful approaches, but can a set of criteria be established to assist policymakers in improving their approach? There is usually a common starting point in purpose, with funding being deployed in the best interests of student learning. How does this intention translate into action?
