Does School Funding Matter in a Pandemic? COVID-19 Instructional Models and School Funding Adequacy
The factors that influenced school districts’ decisions to offer virtual, hybrid, or in-person instruction during the 2020–2021 school year—the first full school year after the emergence of the COVID-19 pandemic—have been the focus of a large body of research in recent years. Some of this research e...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-03-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251327581 |
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| Summary: | The factors that influenced school districts’ decisions to offer virtual, hybrid, or in-person instruction during the 2020–2021 school year—the first full school year after the emergence of the COVID-19 pandemic—have been the focus of a large body of research in recent years. Some of this research examines the influence of school spending, among other factors; however, these studies do not consider spending in relation to cost, “cost” being the amount needed for a school district to achieve a given outcome. This paper uses a measure of adequacy, which is the amount of spending under or over estimated cost, to determine whether spending correlates with the amount of time a school district offered virtual instruction. We find that spending adequacy significantly and substantially predicts time spent in virtual instruction: for every $1,000 positive change in adequacy (closing a gap and/or adding to a surplus), the time spent in virtual schooling decreases 0.9 percentage points. A one standard deviation positive change in adequacy, therefore, results in 12.8 fewer days of virtual instruction. While our findings are descriptive, they do require future researchers to consider school spending adequacy, as much as any other factor, as a predictor of pandemic instructional models. |
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| ISSN: | 2332-8584 |