The Once-in-a-Generation Opportunity: What States and Districts Can Do Now to Learn from American Rescue Plan ESSER Interventions. Opinion Brief. CALDER Policy Brief No. 27-0921

Autor/inn/en	Boughton, Heather; de Barros, Jessica; Goldhaber, Dan; Payne, Sydney; Schwartz, Nathaniel
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Once-in-a-Generation Opportunity: What States and Districts Can Do Now to Learn from American Rescue Plan ESSER Interventions. Opinion Brief. CALDER Policy Brief No. 27-0921
Quelle	(2021), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Federal Legislation; Federal Aid; COVID-19; Pandemics; Elementary Secondary Education; Educational Finance; Resource Allocation; School Districts; State Government; School District Spending + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsfonds; Ressourcenallokation; School district; Schulbezirk; Bund-Länder-Beziehung
Abstract	The COVID-19 pandemic has disrupted schools across the country, negatively impacting student learning, especially for students of color and students experiencing poverty. These students need our support; in the absence of successful COVID catch-up activities, the likelihood is that they will face future obstacles to success in college and the workforce. Enter Elementary & Secondary School Emergency Relief (ESSER) funds, the unprecedented support. Over the course of one year -- from March 2020 to March 2021 -- the United States Congress enacted three laws providing $190 billion in federal education funding to states and school districts. The largest of these Acts, the American Rescue Plan (ARP), provides $122 billion to states, $110 billion of which must go to districts. Of that $110 billion, 20 percent (or $22 billion) is specifically designated for addressing "learning loss" due to pandemic-related schooling impacts, using "evidence-based interventions." The opportunity is "to learn" from the unprecedented federal investment. Many ARP ESSER investments seem conceptually sound, but here's the problem: a long history of education research shows that often, conceptually sound ways of investing in youth do not pan out as intended. In this brief, the authors review aspects of the ARP and argue that the Act strongly implies or even requires that districts invest smartly. And further, that smart investments require some data collection, not only so we know how ARP funds were spent, but also so we can learn about their efficacy. The authors also issue a warning that their analysis of state ARP ESSER plans shows ambiguity about what districts will be required to do, which could lead to inconsistent views by districts about what is required, and their approaches to monitoring impact. (ERIC).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01