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ESSER-ting Preferences: Examining School District Preferences for Using Federal Pandemic Relief Fundings. EdWorkingPaper No. 24-913

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Bibliographic Details
Title: ESSER-ting Preferences: Examining School District Preferences for Using Federal Pandemic Relief Fundings. EdWorkingPaper No. 24-913
Language: English
Authors: Christopher D. Brooks (ORCID 0000-0002-5667-320X), Matthew G. Springer (ORCID 0000-0001-9759-0999), Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 63
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Emergency Programs, Elementary Secondary Education, Federal Aid, Grants, COVID-19, Pandemics, School Districts, Public Schools, Expenditures, Resource Allocation, Educational Finance, Educational Facilities, Equal Education, Institutional Characteristics
Laws, Policies and Program Identifiers: Elementary and Secondary School Emergency Relief Fund
Abstract: We analyzed the proposed spending data for the American Recovery Plan's Elementary and Secondary Emergency Relief III (ESSER III) fund from the spring of 2021 of nearly 3,000 traditional public-school districts in the United States to (1) identify trends in the strategies adopted and (2) to test whether spending strategies were observably heterogeneous across district characteristics. We found that districts proposed a breadth of spending patterns with ESSER III. Moreover, there was a clear prioritization on spending related to academic learning recovery and facilities and operations spending, with the latter being particularly emphasized in higher-poverty districts. This divergent spending pattern may have important equity implications for short-term academic learning recovery for students affected by the COVID-19 pandemic. [This work was supported, in part, by a grant from the North Carolina Collaboratory.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672400
Database: ERIC
Description
Abstract:We analyzed the proposed spending data for the American Recovery Plan's Elementary and Secondary Emergency Relief III (ESSER III) fund from the spring of 2021 of nearly 3,000 traditional public-school districts in the United States to (1) identify trends in the strategies adopted and (2) to test whether spending strategies were observably heterogeneous across district characteristics. We found that districts proposed a breadth of spending patterns with ESSER III. Moreover, there was a clear prioritization on spending related to academic learning recovery and facilities and operations spending, with the latter being particularly emphasized in higher-poverty districts. This divergent spending pattern may have important equity implications for short-term academic learning recovery for students affected by the COVID-19 pandemic. [This work was supported, in part, by a grant from the North Carolina Collaboratory.]