ABSTRACT
Critical Resource Theory (CReT), a new extension of Critical Theory (CT), offers a conceptual framework with the quantitative and qualitative capacities to inform public policy and produce more equitable resources and outcomes for low-wealth communities. Sharing Critical Race Theory’s (CRT) concerns about inequitable public school funding and cautions about quantitative analyses and using insights from Resource Dependence Theory (RDT), we show in narrative and graphic forms how CReT meets the criteria for a value-added and complete theory. Two case studies demonstrate ‘using CReT lens’ to identify and remedy resource inequities in public school funding and resource allocation. Implications for students’ outcomes from these normalized, widespread funding inadequacies and inequities are considered
