American Rescue Plan Act Includes Much-Needed K-12 Funding
End Notes
[1] Michael Leachman and Eric Figueroa, “K-12 School Funding Up in Most 2018 Teacher-Protest States, But Still Well Below Decade Ago,” Center on Budget and Policy Priorities, March 6, 2019, https://www.cbpp.org/research/state-budget-and-tax/k-12-school-funding-up-in-most-2018-teacher-protest-states-but-still.
[2] Center on Budget and Policy Priorities, “Tracking the COVID-19 Recession’s Effects on Food, Housing, and Employment Hardships,” updated March 10, 2021, https://www.cbpp.org/research/poverty-and-inequality/tracking-the-covid-19-recessions-effects-on-food-housing-and.
[3] Michael Leachman and Elizabeth McNichol, “Despite Improved State Fiscal Conditions, Serious Challenges Remain, Including for Localities, Tribal Nations, and Territories,” Center on Budget and Policy Priorities, February 26, 2021, https://www.cbpp.org/research/state-budget-and-tax/despite-improved-state-fiscal-conditions-serious-challenges-remain.
[4] Center on Budget and Policy Priorities, “How Much Will States Receive Through the Education Stabilization Fund in the CARES Act?” April 3, 2020, https://www.cbpp.org/research/state-budget-and-tax/how-much-will-states-receive-through-the-education-stabilization-fund; Moriah Balingit, “Schools get a $54 billion lifeline in stimulus package — but the money won’t last for long,” Washington Post, December 28, 2020, https://www.washingtonpost.com/education/schools-get-a-54billion-lifeline-in-stimulus-package--but-the-money-wont-last-for-long/2020/12/28/fdf22f62-4956-11eb-839a-cf4ba7b7c48c_story.html.
[5] Leachman and Figueroa, op. cit.
[6] EdBuild, “Nonwhite School Districts Get $23 Billion Less Than White Districts Despite Serving the Same Number of Students,” February 2019, http://edbuild.org/content/23-billion.
[7] Jesse Rothstein, Julien Lafortune, and Diane Schanzenbach, “Can School Finance Reforms Improve Student Achievement?” Washington Center for Equitable Growth, March 16, 2016, http://www.equitablegrowth.org/can-school-finance-reforms-improve-student-achievement/; C. Kirabo Jackson, Rucker C. Johnson, and Claudia Persico, “The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms,” Quarterly Journal of Economics, Vol. 131, No. 1, February 1, 2016, https://doi.org/10.1093/qje/qjv036.
[8] Cortney Sanders, “Protecting Against Separate and Unequal K-12 Funding Amid COVID-19,” Center on Budget and Policy Priorities, May 15, 2020, https://www.cbpp.org/blog/protecting-against-separate-and-unequal-k-12-funding-amid-covid-19.
[9] Sumit Chandra et al., “Closing the K–12 Digital Divide in the Age of Distance Learning,” Common Sense Media and Boston Consulting Group, 2020.
[10] Ketra L. Rice et al., “Estimated Resource Costs for Implementation of CDC’s Recommended COVID-19 Mitigation Strategies in Pre-Kindergarten through Grade 12 Public Schools — United States, 2020–21 School Year,” Centers for Disease Control and Prevention, December 18, 2020, https://www.cdc.gov/mmwr/volumes/69/wr/pdfs/mm6950e1-H.pdf. The CDC estimate does not include ventilation system upgrades; those costs are particularly hard to estimate, but the Learning Policy Institute estimates the cost of modernizing the nation’s HVAC systems could reach $72 billion. Michael Griffith and Allie Pearce, “The Air We Breathe: Why Good HVAC Systems Are an Essential Resource for Our Students and School Staff,” Learning Policy Institute, December 8, 2020, https://learningpolicyinstitute.org/blog/covid-hvac-systems-essential-resource.
[11] Mayumi A. Willgerodt, Douglas M Brock, and Erin D Maughan, “Public School Nursing Practice in the United States,” Journal of School Nursing, Vol. 34 No. 3, June 2018.
[12] American Federation of Teachers, “Reopening Schools During a Time of Triple Crisis: Financial Implications,” https://www.aft.org/sites/default/files/wysiwyg/reopen-schools-financial-implications.pdf.
[13] Eric A Hanushek and Ludger Woessmann, “The Economic Impacts of Learning Losses,” Organisation for Economic Co-operation and Development, September 2020, https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf.
[14] Emma Garcia and Elaine Weiss, “COVID-19 and student performance, equity, and U.S. education policy,” Economic Policy Institute, September 10, 2020, https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/.
[15] Emma Dorn et al., “COVID-19 and Learning Loss — Disparities Grow and Students Need Help,” McKinsey & Company, December 8, 2020, https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help.
[16] Michael Griffith, “What Will It Take to Stabilize Schools in the Time of COVID-19?” Learning Policy Institute, May 7, 2020, https://learningpolicyinstitute.org/blog/what-will-it-take-stabilize-schools-time-covid-19.
[17] Dorn et al., op. cit.
[18] Tiffany Zhao, Tomas Malfino, and Jonathan Travers, “The Cost of Covid: Understanding the full financial impact of COVID-19 on districts and schools,” Education Resource Strategies, January 13, 2021, https://www.erstrategies.org/cms/files/4699-cost-of-covid-paper-final.pdf. The study focused on large school districts, but if the findings held true nationwide the added cost could reach $500 billion over five years; without more revenues, the study finds, school districts would have to restructure or cut elsewhere in their budgets.
[19] Nicholas Johnson, “Arizona Ballot Measure Would Help More Kids Thrive,” Center on Budget and Policy Priorities, October 15, 2020, https://www.cbpp.org/blog/arizona-ballot-measure-would-help-more-kids-thrive.