In this webinar we look at what nonprofits and vendors should know about the end of ESSER and market changes in the coming years.
30-Min Webinar: Mayday… Mayday… Who Will Answer the Distress Signals Appearing in Some Districts’ Data?
This webinar looks at ways to read the distress signals in district data, raise the alarm, and take steps to help “Mayday” districts.
In this analysis published by Brookings, Marguerite Roza and Katherine Silberstein show that high-poverty communities will see sharper impacts to their school budgets when ESSER ends.
What Are Districts Using Their Federal Relief Money for? How Fast Are They Spending It? How Much Is Left? New Interactive Database Has Answers
Because Congress directed federal relief funds to flow through states, districts file for reimbursement as the funds go out the door. In an analysis published by The 74, the Edunomics Lab team shares early results of tracking the actual spending data, district by district.
In this National Comprehensive Center webinar, Edunomics Lab shared an “investment tool” to help SEAs and LEAs assess their ESSER III investments and finalize spending plans to do the most for students.
In this Brookings Chalkboard blog, Marguerite Roza and Katherine Silberstein look at the magnitude of federal relief fund spending and conclude that districts need to up the pace at which money goes out the door each month.
Laura Anderson and Marguerite Roza map six ways district leaders can communicate about and help make the most of their ESSER investments.
Marguerite Roza discusses how school districts should use federal COVID-19 relief funds to improve student outcomes
In an interview with Jude Schwalbach at Reason Foundation, Marguerite Roza urges leaders to stay laser-focused on the federal relief funds’ true purpose: ameliorating learning loss and getting kids back on track.
Shifting the focus from what districts are purchasing with ESSER funds to what progress students are making would be a game changer, writes Marguerite Roza in The 74.
Congress attached few strings to federal relief funds and will have to trust school districts to spend the money wisely. Chad Aldeman writes in Forbes that the Feds could now help clarify what the money was for by focusing on the student outcomes that matter most.
With $190 billion in federal relief funds going to schools, Marguerite Roza shares likely spending mistakes districts will make and some prescriptions for how to prevent them.
In an interview with Rick Hess, Marguerite Roza shares her take on how school district leaders can spend COVID-19 aid wisely and well.
Districts are right to worry about a fiscal cliff when federal relief aid runs out, cautions Marguerite Roza, but leaders have options beyond handwringing.
As school districts decide how to spend their flexible federal relief funding, Marguerite Roza and Chad Aldeman offer five key questions to help ensure they make the most of it for students.
Marguerite Roza and Laura Anderson map five ways principals can help make the most of the American Rescue Plan dollars, in a blog published by the National Association of Elementary School Principals.
Will the American Rescue Plan’s ‘Meaningful Consultation’ Requirement Usher in Community Participation in School Budgets?
In Forbes, Marguerite Roza writes that the federal requirement for “meaningful consultation” on the use of ARP funds sounds like a call for participatory budgeting, and wonders whether it could prompt a new level of civic engagement in school spending.
In this Forbes commentary, Chad Aldeman explains how the American Recovery Plan differs from past federal relief efforts for schools, and what that means for state and district leaders looking to make these one-time dollars count.
Marguerite Roza offers six tips for reporters on covering how school districts choose to spend $122 billion in flexible American Rescue Plan funds, the biggest onetime federal payout to schools ever.
Using a financial lens, the Edunomics Lab team offers an early analysis of state education agency plans for using ARP funds.
In this Education Next commentary, Marguerite Roza and Jessica Swanson suggest that districts give a portion of federal relief dollars directly to schools to decide how best to spend on behalf of their students.
Adding staff has been the main “big bet” in public education for decades. With new federal relief aid heading to schools, will district leaders meet the moment with new and different ideas for what students need now?
In this webinar, we take the pulse on school districts’ early ESSER spending plans to share some of the patterns we’re seeing.
Will an unprecedented federal infusion of money lead to an unprecedented recovery effort? In this Thomas B. Fordham Institute blog, Chad Aldeman considers the range of possibilities.
In this Education Next commentary, Marguerite Roza and Chad Aldeman suggest that it’s a good time for leaders to employ the classic “would you rather” test to help explore spending tradeoffs and think through the cost and value of competing investments.
In this webinar we answer early questions about the new federal relief funds for education and share the latest financial updates and what they mean for state and district leaders in the coming months.
In this series of 30-minute webinars, Marguerite Roza shares what we are learning as the financial outlook for public education evolves and implications for states and districts as they make financial plans for the coming weeks and year.