In October 2020, Missing in the Margins: Estimating the Scale of the COVID-19 Attendance Crisis estimated that as many as 3 million K-12 students across the country were at high risk of experiencing minimal or no educational access from spring through fall 2020 as a result of the pandemic. Fast-forward one year later, and available data on 2020-21 enrollment, attendance, and engagement suggest massive missed learning opportunities, especially among the most marginalized students.
Changes to practices, policies, and resource allocation can help support all students — especially those with limited access to learning opportunities in 2020-21. In this concluding third blog in a series, we expand upon our updated practice and policy recommendations for 2021 by focusing the necessary resources to fund these changes.
Sufficient funding is key in order for schools to implement effective practices to meet the needs of students with disrupted learning experiences. Additional funding is also a key component of implementing significant policy change. As leaders and policymakers seek to encourage and implement new practices and policies, they must also allocate sufficient, sustainable resources to support the work underway.
Thankfully, flexible federal stimulus funds of more than $120 billion, directed at districts and states based on the low-income students they serve, could go a long way toward meeting that funding need. To put this amount of money in context, this infusion of federal funds represents almost 16% of pre-pandemic annual nationwide K-12 education expenditures.*
Some of the few requirements for district spending of federal stimulus funds include:
- At least 20% must be used to address learning loss, including academic, social, and emotional needs.
- Funding should especially target subgroups of students who are more likely to be deeply affected by COVID-19 disruptions, such as students experiencing homelessness, and students in foster care.
Although stimulus funds might make districts feel flush in the short term, there are still reasons to be concerned in the longer term. There are many competing priorities for using these funds, like expanding technological capacity for remote learning or renovating facilities. Some districts are simply relying on stimulus funds to make up for shortfalls in state and local funding. And, in 2024, stimulus funds will expire.
Also, using stimulus funds for direct student supports can be complicated because many of the best practices are people- and relationship-driven, which might require investments in new staff and more staff time. Students with disrupted educational experiences benefit greatly from strong relationships with a caring adult with the means to help them navigate support services, but if districts fund new staff positions with time-limited federal funds, those positions could be at-risk when funding expires.
Providing the services students need, while still planning for a sustainable financial future, means that schools and districts should lean on collaborative models. Community-based organizations with complementary skill sets could help expand schools’ capacity for non-instructional support without expanding in-school staff. For example, a homeless-services organization could partner with a school district to make sure students and families experiencing homelessness have their basic needs met. Or a community-based college support organization can supplement the work of school-based counselors. These partnerships take work to be aligned and effective, but for students with deeper needs they can be transformational — particularly if they can evolve in response to changing student needs over time.
As district leaders make school spending plans for learning recovery amid the COVID-19 pandemic, state and federal policymakers also have work to do. Many traditional state and federal funding streams are not as flexible as stimulus funds, and now could be the perfect time to re-examine state school funding policies with greater equity in mind. Meanwhile, advocates at the local and state level can help support students at the margins by demanding transparency about local and state spending to support learning recovery, and keeping the pressure on districts and states to put the needs of students with the greatest unmet needs front and center. Policymakers must plan now to help schools avoid a fiscal cliff as stimulus funds expire, to allocate resources where they can be most effective for students, and to keep effective local work going long after stimulus funds run out.
To read the Revisiting Missing in the Margins blog series in its entirety, click here.