ABSTRACT
Critical Theory (CT), Critical Race Theory (CRT), and Resource Dependence Theory (RDT) each contribute to or affirm Critical Resource Theory’s (CReT) conceptual framework and capacity to increase fiscal fairness in public funding. Operationalizing CT and CRT by adding quantitative analyses to real-world data, CReT gains the power to identify and analyze resource inequities for solving real-world problems. CRT concurs with CReT’s focus on inequitable school funding and cautions about conducting quantitative research. RDT contributes to CreT’s empirical orientation and dispassionate language for informed discussion of public policies and outcomes.
