Critical Policy Analysis of Resource Allocation Reviews under the Every Student Succeeds Act (ESSA) | Chapter 3| New Ideas Concerning Arts and Social Studies Vol. 5

 

Background: The distribution of funding to schools can be a complex issue, as school systems have limited financial resources with which to advance their goals. The Every Student Succeeds Act (ESSA) introduced a new provision that requires state education agencies (SEAs) to review resource allocation in districts that serve a significant number of schools identified for continuous improvement and a significant number of schools implementing targeted school improvement plans.

 

Purpose: The purpose of this study is to examine the intersection of state, local, and federal policy meant to engage school districts around allocating resources for the purpose of supporting high-need schools. This study examined the discord between policy and practice around the enactment of federal legislation centred around resource allocation through a critical policy lens aimed at assessing whether state and local guidance can promote implementation of the federal guidance on equitable and effective distribution of resources.

 

Methodology: The study reviewed publicly available data across 25 state education agencies and 10 school districts. These districts were randomly selected, but a focus was made on reviewing resources for large school districts. The study reviewed federal, state and local guidance on resource allocation pertaining to the ESSA.

 

Findings: The analysis identified examples of state and local efforts to guide the implementation of the new legislation. However, the findings also highlight the challenge that exists in implementing federal policy and the impact of those challenges across marginalised communities of poverty.

 

Conclusion: Over the past decade, numerous efforts have aimed to promote more equitable resource distribution, leading to state and local policies designed to improve allocation practices. The findings of this study may be used as a guidance tool for policy makers and educational leaders at the state and local levels as they continue to seek ways to support marginalised students. The findings have direct implications for current practitioners, parents, the community, and state/local school boards.

 

 

Author(s) Details

Carlas McCauley
Department of Education Leadership and Policy Studies, Howard University School of Education, Washington DC, USA.

 

Please see the book here :- https://doi.org/10.9734/bpi/nicass/v5/6393