Data and Programming for "Does School Funding Matter In a Pandemic? COVID-19 Instructional Models and School Funding Adequacy"

Summary:  View help for Summary Data and Programming for "Does School Funding Matter In a Pandemic? COVID-19 Instructional Models and School Funding Adequacy"

Abstract: The factors that influenced school districts’ decisions to offer virtual, hybrid, or in-person instruction during the 2020-21 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 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.

Subject Terms:  View help for Subject Terms School finance; COVID-19; pandemic

Geographic Coverage:  View help for Geographic Coverage United States

Time Period(s):  View help for Time Period(s) 8/1/2018 – 7/1/2022 (School years 2018-19 through 2021-22)