[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583848-105":3,"doc-detail-583848-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","what-states-can-do-to-support-districts-through-the-covid-recovery-window-to-accelerate-student-learning","What States Can Do to Support Districts Through the COVID Recovery Window to Accelerate Student Learning","","School district leaders continue to navigate the last stretch of the ESSER spending window while students still face significant learning and social-emotional recovery needs from the pandemic. As federal extension is limited, districts risk a “fiscal cliff” that reduces funding for evidence-based strategies, especially harming high-need schools and economically disadvantaged students. States can help by changing carry-forward laws, guiding long-term financial planning, and strengthening accountability for evidence-based use of funds.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-states-can-do-to-support-districts-through-the-covid-recovery-window-to-accelerate-student-learning/583848/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-states-can-do-to-support-districts-through-the-covid-recovery-window-to-accelerate-student-learning/583848.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why do districts need more support during the ESSER recovery window?","Question",{"text":63,"@type":64},"Even strong, evidence-based strategies require time to work, and learning recovery is expected to take years for the most vulnerable students. High-need schools are likely to be hit harder because students in high-poverty districts lost more ground than peers elsewhere.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What challenges will districts face when the ESSER deadline arrives?",{"text":68,"@type":64},"Students will still be recovering learning and social-emotional ground. Most districts will face a “fiscal cliff” with a sudden funding drop, which will disproportionately affect schools serving economically disadvantaged students and students of color.",{"name":70,"@type":61,"acceptedAnswer":71},"What can states do to support districts now and beyond ESSER?",{"text":72,"@type":64},"States can change laws and regulations to allow carry-forward of general operating funds, guide districts to reserve funds for smoother long-term spending with sustainability plans, and require support and accountability for evidence-based use of carried-forward funds.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583848,1792916123,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"| What States Can Do to Support Districts Through the COVID Recovery Window to Accelerate Student Learning\u003Cbr>BY VENTURA RODRIGUEZ AND KATIE ROY | |\n| --- | --- |\n| The fourth school year impacted by the pandemic is more than halfway complete, and school district leaders across the country are working hard to invest remaining ESSER dollars strategically to support learning recovery. With the ESSER spending window closing soon, however, many leaders are spending funds to meet the deadline, rather than continuing to deliberately invest in the evidence-based practices that students need most and that promote long-term sustainability.\u003Cbr>Fortunately, state legislatures and state education agencies have the power to provide districts and schools with the resources and time they need to ensure students fully recover from pandemicrelated disruption. By providing targeted guidance and enacting statutory and regulatory changes, states can—and should—empower districts with more flexible, strategic spending. |  |\n| Why Do Districts Need More Support?\u003Cbr>Many district leaders are putting ESSER funds toward implementing evidence-based practices that support student learning recovery.\u003Cbr>But they’re also encountering a sobering reality: Even the best strategies—like high-dosage tutoring programs and small-group instruction—take time to work, and for many of the most vulnerable student groups, learning recovery is expected to take years. The 2022 National Assessment of Education Progress (NAEP) scores highlight that this recovery will be particularly challenging for high-need schools, given that students in highpoverty districts lost more ground during the pandemic than their peers in higher-income districts. | \u003Cbr>“Even the best strategies […] take time to work, and for many of the most vulnerable student groups, learning recovery is expected to take years.” |\n| Our students and schools need more time to recover from the impacts ofthe pandemic, but the U.S. Department of Education remains constrained in its ability to extend the ESSER funding window past September 30, 2024. As a result, students and districts will experience three things when they reach the deadline:\u003Cbr>• Students will still be working to recover the learning and social-emotional ground they lost due to the pandemic.\u003Cbr>• Most districts will hit a “fiscal cliff,” or a sudden drop in the amount of available funding to implement the evidence-based strategies that support students.\u003Cbr>• Because ESSER funding was distributed based on student poverty levels, the “fiscal cliff” will likely hit schools that serve economically disadvantaged students and students\u003Cbr>of color hardest. \u003Cbr>To recover learning loss equitably and effectively while facing these challenges, district leaders will need to maximize their remaining resources to invest in areas that sustain long-term impacts. |  |\n\nWhat Can States Do to Support Districts—Now and Beyond ESSER?  \nOne avenue for maximizing remaining resources has remained largely untapped: garnering state support.  \nEven with the recent influx of ESSER funds, state and local revenues remain the largest source of funding for school districts—and states control when and how districts spend those dollars. To give districts the resources they need to plan strategically for pandemic recovery, states can—and should—take these steps:  \n1. Change state laws and regulations to give districts the flexibility to carry forward a significant amount of general operating funds from state and local sources into the 2025-2026 school year.  \nEach state has their own rules governing the amount of state and local funds districts are allowed to carry forward into unrestricted fund balances. Some states allow districts to carry forward little to no general operating funds, while others permit them to have an unlimited fund balance. A few states are already actively considering how they can provide more flexibility for districts, such as changing existing statutes or u","cbCaigSWLJcuMrJk","https://ap.wps.com/l/cbCaigSWLJcuMrJk","pdf",110486,"English","# What States Can Do to Support Districts Through the COVID Recovery Window to Accelerate Student Learning\n## Why Do Districts Need More Support?\n## What Can States Do to Support Districts—Now and Beyond ESSER?","[{\"question\":\"Why do districts need more support during the ESSER recovery window?\",\"answer\":\"Even strong, evidence-based strategies require time to work, and learning recovery is expected to take years for the most vulnerable students. High-need schools are likely to be hit harder because students in high-poverty districts lost more ground than peers elsewhere.\"},{\"question\":\"What challenges will districts face when the ESSER deadline arrives?\",\"answer\":\"Students will still be recovering learning and social-emotional ground. Most districts will face a “fiscal cliff” with a sudden funding drop, which will disproportionately affect schools serving economically disadvantaged students and students of color.\"},{\"question\":\"What can states do to support districts now and beyond ESSER?\",\"answer\":\"States can change laws and regulations to allow carry-forward of general operating funds, guide districts to reserve funds for smoother long-term spending with sustainability plans, and require support and accountability for evidence-based use of carried-forward funds.\"}]","What States Can Do to Support Districts Through the COVID Recovery Window to Accelerate Student Learning | PDF",1792048717,5,{"code":4,"msg":82,"data":99},[100,104,108,112,116,121,125,128,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},"Comic",60,"comic",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":123,"slug":124},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":126,"slug":127},30,"research-report",{"id":129,"doc_module":4,"doc_module_name":25,"category_name":130,"show_sort_weight":131,"slug":132},9,"Religion & Spirituality",20,"religion-spirituality",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":131,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":97,"slug":143},19,"General","general"]