Those who study education policy have struggled to understand how money matters in education and why educational research finds no strong or consistent relationship between expenditures and student performance. The papers in this publication were commissioned by the National Center for Education Statistics (NCES) to address the twin concerns of what additional school-finance information NCES should collect and report, and how extant data might be analyzed. The publication is dedicated to Charles S. Benson, University of California, Berkeley, who dedicated his life's work to improving education finance for students in poor school districts. Following the foreword by Paul D. Planchon, and acknowledgments, contents include the following papers: (1) "Introduction and Overview" (William J. Fowler, Jr.); (2) "Does Money Matter in Education? A Policymaker's Guide" (Lawrence O. Picus); (3) "The Effect of Constitutional Litigation on Educational Finance: A Further Analysis" (G. Alan Hickrod); (4) "Student-Level School Resource Measures" (Robert Berne and Leanna Stiefel); (5) "Proposed 'Good Practices' for Creating Data Bases from the F-33 and CCD for School Finance Analyses" (Michael O'Leary and Jay Moskowitz); and (6) "The Empirical Argument for Educational Adequacy, the Critical Gaps in the Knowledge Base, and a Suggested Research Agenda" (William H. Clune). Each article contains references. (LMI)