Recommendations for State Leaders to Advance Equity Using Funds from the American Rescue Plan
The COVID-19 crisis has disrupted education for all students, but has hit students from vulnerable and systemically neglected populations…
The COVID-19 crisis has disrupted education for all students, but has hit students from vulnerable and systemically neglected populations — students living in poverty, students with disabilities, students learning English, students experiencing homelessness, students in the foster care system, students who are incarcerated, undocumented students, Black and Brown students, Native students, and students who identify as LGBTQ — hardest. Beyond interruptions to instruction, many of these students face food insecurity, unreliable access to remote learning technology, reduced access to student supports and education services, and housing uncertainty. Racial inequities caused by long-standing racial violence and exacerbated by the COVID-19 pandemic cause further stress and anxiety for students of color and expose some of the additional daily challenges they face.
In response to these crises, the federal government is providing an additional $125 billion to states and school districts through the American Recovery Plan Act (ARP). ARP requires states and school districts to use at least 5% and 20% of the funding they receive, respectively, to implement evidence-based interventions to address unfinished learning and to address students’ academic, social, and
emotional needs. This package includes $3 billion for the Individuals with Disabilities Education Act and $800 million for supporting students experiencing homelessness, which state leaders must use to support these student groups (along with other federal and state funding which can — and should — be used for this purpose as well). The U.S. Department of Education (ED) has already begun sending these resources out. In April, ED released a state application for the remaining funds.
This unprecedented investment in education provides states and school districts with a chance to close opportunity gaps that existed prior to COVID-19. For perspective, the total investment in K-12 schools through ARP, the Coronavirus Aid, Relief and Economic Security (CARES) Act in April 2020, and the Coronavirus Response and Relief Supplemental Appropriations Act in December 2020, is nearly twice the $100 billion that was invested in schools through the 2009 American Reinvestment and Recovery Act to address the impacts of the Great Recession. ARP provides thousands of dollars of additional support per student across many states.
State leaders must target these new resources to the students who need it most, and leverage this federal investment to drive significant change in our education system. Stakeholders, including students, families, community members, educators, and advocates, should remain vigilant to ensure these funds are not just used to do more of the same that would lead back to a world of “pre-COVID” inequity.
Equitable and adequate funding plays a key role in helping schools serve, support, and educate students from vulnerable and systematically neglected populations — students living in poverty, students with disabilities, students learning English, students experiencing homelessness, students in the foster care system, students who are incarcerated, students who are undocumented, Black and Brown students, Native students, and students who identify as LGBTQ. Yet public schools in the United States are among the most inequitably funded of any in the industrialized world. The funding disparities that separate high- and low-wealth districts are reflected in differential access to the opportunities and resources students need to thrive — strong, diverse, and supported educators; curricular resources that are affirming of individual identities; culturally responsive and relevant pedagogy; social, emotional, mental, and physical health services; enrichment opportunities; up-to-date technology, materials, and supplies; and adequate facilities, including sufficient broadband access. Funding cuts, particularly to the low-wealth districts that disproportionately serve students of color, students from low-income backgrounds, and vulnerable populations, would only further exacerbate these opportunity and resource gaps.
To advance equity, state leaders should:
The American Recovery Plan Act (ARP) includes Maintenance of Equity provisions that require states and school districts to ensure that high-need districts and schools do not shoulder a disproportionate share of any education budget cuts or layoffs. Together with a strong Maintenance of Effort requirement, these two requirements ensure that not only are states minimizing cuts to education broadly, but that any cuts do not disproportionately harm Black and Latino students, students from low-income backgrounds, and educators of color.
Specifically, ARP requires states to shield their highest-need districts from any cuts, compared to FY2019, ensure that cuts in high-poverty districts are lower than average, and to ensure that any cuts in funding or staffing in the highest-poverty schools in each district are lower than average.
The Maryland legislature recently passed a bill to make a multi-billion-dollar investment in education, acknowledging the need to improve and more equitably fund the state’s public schools in the short and long term.
State leaders should listen to those who have a deep understanding of and are most impacted by decisions made about the states’ education system — including students, families, educators, district leaders, service providers, community members, and advocates. These stakeholders’ needs, assets, perspectives and experiences of students and stakeholders are critical if states are going to apply a racial equity lens to the allocation of ARP funds and ensure that these new dollars are used to build more inclusive and equitable systems than those that existed before COVID-19.
ED’s ARP application explicitly requires states and districts to develop coherent and public plans — based on broad stakeholder engagement and input — about how they will use these funds. Stakeholder engagement must include students; families; Tribal Nations; civil rights organizations, including disability rights organizations; teachers, principals, school leaders, other educators, school staff and their unions, school and district administrators; superintendents; charter school leaders; and other stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children and youth in foster care, migratory students, children who are incarcerated, and other underserved students.
To advance equity, state leaders should:
All students deserve to learn in an environment where they feel they belong, where they have their identity affirmed, where they are engaged and have agency in their learning, and where they receive the social, emotional, mental, and physical supports they need to learn, develop, and thrive. But, too often, students face many barriers inside and outside of school that make it challenging to learn. Stressful or traumatic experiences (which might include abuse, neglect, homelessness, interaction with police, discriminatory discipline policies, food insecurity, and more) affect learning and development and require healing-centered approaches to support student learning. Students of color in particular have been long exposed to the stress and trauma of historical and present-day racism, including disproportionality in discipline. Immigrant children and families face targeted actions intended to make them feel unwelcome and unsafe in schools, communities, and in accessing supports and services, and recently, members of the Asian American and Pacific Islander community have experienced increased harassment and violence during the pandemic.
In fact, the COVID-19 pandemic has exacerbated many of the existing stressors and challenges facing students and families and has disrupted the learning environment for all students. Students from vulnerable and systematically neglected populations — students living in poverty, students with disabilities, students learning English, students experiencing homelessness and in the foster care system, students impacted by the justice system, undocumented students, Black and Brown students, Native students, and students who identify as LGBTQ — have faced and will continue to experience additional challenges that impede their learning during the pandemic. Students who have intersectional identities are navigating these challenges on multiple fronts.
To advance equity, state leaders should:
The COVID-19 pandemic has resulted in unfinished instruction that will affect most students, but will have a disproportionate impact on students from historically marginalized populations. The lack of adequate time for districts to prepare for sudden shutdowns, as well as the lack of resources for many districts, especially those that are chronically underfunded, to adjust to virtual learning has led to inconsistent instruction and has exacerbated inequities for Black, Latino, and Native students and students for low-income families. Families, especially in communities with more students from low-income backgrounds, more English learners, and more students of color, continue to have many barriers to participating in distance learning opportunities, for reasons including inadequate access to technology and competing responsibilities such as jobs or child care that limit the time available to focus on learning. This has affected students of all ages, including high school students who are enrolling in postsecondary education at much lower rates. In addition, most students with disabilities missed out on many of the services that they would have received in school, per their federally mandated individualized education program. In recognition of these challenges, ARP requires states to set-aside: 1) at least 5% of the state’s funding for evidence-based strategies to address unfinished instruction; 2) at least 1% for evidence-based summer enrichment programs; and 3) at least 1% for evidence-based comprehensive after-school programs. In addition, school districts must set-aside at least 20% of the funding they receive to support evidence-based strategies to address unfinished instruction. Importantly, states and districts must put in place interventions that respond to students’ academic, social, and emotional needs.
Districts and schools will be responsible for accelerating students’ learning to meet rigorous and challenging standards for months and likely years to come. This will require targeted actions to accelerate student learning through evidence-based and rigorously implemented strategies, including targeted intensive tutoring (i.e., high-dosage tutoring) and high-quality extended learning time (e.g., in-school programs to increase the amount of instruction, summer programs, after-school programs) and through strategies that provide all students with enriching opportunities, supports, and strong and supportive relationships. These programs must be informed by evidence (e.g., providing training and ongoing support to tutors, supporting students individually or in very small groups, etc.) so that billions of federal and state dollars have their intended impact.
To advance equity, state leaders should:
State leaders should invest, and encourage district leaders to invest, in evidence-based approaches where the evidence is robust (e.g., intensive tutoring) and is applicable and appropriate for local context. State leaders should also draw on successes and innovations from communities and invest in and help scale promising approaches with a track record of positive impact and success, especially where there isn’t evidence that meets the highest levels of research standards.
As public schools continue to brace for increased expenses and a loss of revenue due to the coronavirus pandemic, the federal government has provided funding through three stabilization packages to help states and districts weather the current and near-term crisis. Additional federal funding will be critical to addressing long-term needs and protecting the most vulnerable and systematically underserved students, but states and school districts must carefully plan how to use the federal funding they have already received to address student needs while also avoiding funding cliffs when those dollars are no longer available.
To advance equity, state leaders should:
Students will have significant unfinished learning as a result of school closures and distance learning. This is especially true for our most vulnerable students and exacerbates long standing inequities for Black, Latino, and Native students and students from low-income backgrounds. Some studies estimate that students, on average, could experience five to nine months of unfinished learning by the end of June 2021. Due to existing systemic inequities (e.g., chronic underfunding and inadequate access to technology), students of color are disproportionately affected — they could experience up to 12 months of unfinished learning. That is why it is critical that states and districts begin planning immediately for how to use the summer to re-engage students, accelerate students’ learning, and address immediate social and emotional needs. For example, Tennessee has passed legislation to provide all students in grades K-4, as well as those who need additional learning time in grade 5, with access to a six-week summer school in 2021 and 2022. This includes a full day of instruction, time for physical activity and play, and wraparound supports, including transportation and meals.