Washington school districts received over $2.6 billion in federal COVID relief funds and have spent $2.5 billion so far, according to from the state Office of the Superintendent of Public Instruction.

Like all other states, Washington received funds through three packages, known as ESSER I, II and III. ESSER stands for Elementary and Secondary School Emergency Relief, and the combined total for schools nationwide is nearly $200 billion.

The deadline for districts to determine how to spend the last of the money passed on Sept. 24, but districts do not have to actually spend the funds until Nov. 15. Washington is No. 1 in the country for spend-down rates, said Katy Payne, spokesperson for the Office of Superintendent of Public Instruction.

鈥淲hile most other states are seeking extensions from the federal government to spend the funds past the deadline鈥e have been clear with our districts to spend their funds down in a timely manner, and they have,鈥� Payne said in an email.

Most states working with districts to request extensions are directing money toward facility costs, which aren鈥檛 necessarily important for helping kids recover from COVID learning loss, said Marguerite Roza, who heads Georgetown University鈥檚 Edunomics Lab, a research center focused on education finance.

鈥淚鈥檓 not sure that would have made a big difference either way,鈥� Roza said.

The Washington school districts that received the most funding overall include Seattle, Spokane and Tacoma public schools. However, the districts that received the most funding when broken down by dollars per student include Tukwila, Yakima and Highline, according to a

That鈥檚 because the funds were allocated using a formula intended to prioritize those with large low-income populations. Some districts, as a result, received nothing at all. The state also received ESSER funds 鈥� about an additional $279.5 million. That money went to learning recovery, student mental health, promote student reengagement and recruitment and retention of teachers with diverse backgrounds.

Roza said that Washington could have done a better job using ESSER funds for learning recovery. Other states, she said, pushed harder to ensure funds went to math and reading recovery, whereas Washington officials directed districts to focus on sustaining current operations and backfilling budget gaps, in part to ensure school staff didn鈥檛 lose their jobs.

鈥淵ou saw state ed chiefs [outside Washington] really carefully scrutinize every plan that a district submitted and send some back and say, 鈥楴o, I鈥檇 rather see you do more for your low achievers or your English language learners,鈥欌�� Roza said.

Washington districts spent the majority of their ESSER dollars on the category of 鈥渢eaching,鈥� which would include expenses like hiring teacher鈥檚 aides, extending contracts for teachers, and afterschool programming staff.

鈥淚t was a missed opportunity to not try to leverage the ESSER funds to get kids back on track in math and reading,鈥� Roza said, adding that that states that were more aggressive on reading recovery, in particular, are 鈥渁lready fully recovered from their COVID losses.鈥�

The idea behind using funding to maintain current operations, said Ben Rarick, director of finance and operations at Tumwater School District, was to keep school systems intact with the assumption that enrollment would return to pre-pandemic numbers once schools reopened.

鈥淎 lot of districts used money to maintain programs so they鈥檇 be ready for that day,鈥� Rarick said.

Enrollment never fully rebounded for many districts. With the focus on sustaining operations, Rarick said some districts with deeper pockets may have been able to use funds to focus on academic programs, like his district, whereas others may have had to use 鈥渆very last dollar of ESSER money just to keep the staff they had.鈥�

鈥淚 think that districts made a very good faith effort to implement high value programs for kids,鈥� Rarick said. 鈥淚 don鈥檛 place the blame on OSPI, I don鈥檛 place the blame on any individual district. It was really very specific to the circumstances of every district.鈥�

The Office of Superintendent of Public Instruction said that maintaining staff and programming was part of supporting students.

鈥淵ou aren鈥檛 able to eliminate a teaching position because you had four students unenroll,鈥� Payne said in an email. 鈥淵ou still need the teacher, the supplies, the support staff, the principal, the school bus.鈥�

Payne also pointed out that Washington received less money than other states, which meant the funds 鈥渟imply weren鈥檛 a big game-changer like they were in southern states.鈥�

鈥淭hat鈥檚 why it鈥檚 tough to make assumptions or assertions about how districts could have spent their funds 鈥榖etter,鈥欌�� Payne said.

鈥淗ow is it not focusing on academic recovery and acceleration to hire more [paraeducators] (who often lead tutoring programs in schools), start new before and afterschool learning programs, extend teachers鈥� working hours to support more students, and more?鈥� Payne added.

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ESSER funds should be analyzed without regard to partisanship. The nation’s education system, especially in underresourced rural and urban areas, has long needed additional funding to update classrooms and school buildings, integrate technology into teaching and learning, and refresh curriculum and materials. But funding alone does not yield meaningful progress for students, as seen with past government-funded programs like Investing in Innovation (i3) or Race to the Top. 

At this critical moment, when children have experienced learning deficits that amounted to , evidence of impact is particularly important. This makes now the ideal time for nonprofits to invest in developing evidence that shows their product works, and for districts to make such impact nonnegotiable when deciding what to bring into their schools.

It may come as a surprise that evidence of impact and standards alignment is not a primary decision-making factor for many districts. A 2017 survey of over 500 school and district leaders found that only when making ed tech purchasing decisions. A by Educators for Excellence found that just 43% of educators agreed that their current curricula was high quality and well aligned to learning standards.

One reason is that evidence is hard to come by. A 2020 report  of ed tech companies used randomized controlled trials to understand the impact of their products. Another reason is inertia: Based on the , it is clear that once a decision is made, it鈥檚 hard for districts to pivot. 

Yet as the sector faces budgetary constraints, evidence-informed decision-making, both before and after procurement, becomes even more crucial. The issue is timely in several ways. 

First, when they go unaddressed. That means there is limited time to help students not only catch up to grade level, but accelerate beyond. For example, who are not reading proficiently in third grade do not graduate from high school on time, a rate four times greater than that for proficient readers. With limited in-classroom time available to help students catch up, evidence of impact should play a key role when districts decide what programs, models and interventions to buy. Many evidence-focused resources can help them guide decision-making, including and the . 

Second, with ESSER funding set to end in 2024, states and school districts have a limited amount of time to spend the $190 billion they have collectively been allocated. Besides risking student progress by spending funds on programs or services that do not lead to meaningful outcomes, districts face growing accountability from local constituents and taxpayers, who expect to see results when programs are bought with public funds. Districts should request evidence that a program is effective before making a procurement decision, and be prepared to explain that evidence to parents and others. If none is available, districts should find a different product.

Lastly, it鈥檚 only a matter of time before districts will need to decide what to keep and what to remove from their budgets. A showed that 20% to 30% of ESSER funds have been used to purchase services, ranging from curriculum and supplies to one-time-projects and technology upgrades. Assessing the efficacy of each of these products will be critical in helping districts decide what to keep. For example, New Mexico鈥檚 Department of Education recently because the program fell short of expectations. This shows the importance of measuring both short- and long-term impact. Districts should ensure that any contract they sign allows them to work with the provider to measure and understand student data, and make decisions based on the results. Doing so will provide a clear understanding of the financial and human resources needed to generate a specific outcome for students or teachers, ensuring that purchases are both effective and financially sustainable.

I鈥檝e seen firsthand the benefits that a focus on evidence has for students and organizations. Nonprofits funded by Overdeck Family Foundation, such as , , , and , have made evidence building and continuous improvement a priority over the past several years, conducting rigorous evaluations to ensure the product they offer districts improve student outcomes and are affordable. All these organizations have found that evidence of impact, while expensive to develop, has not only helped them expand, but has also increased demand. 

Due to the crisis nature of COVID, ESSER funding allocation favored speed over efficacy, limiting evidence requirements. But as rapid-relief dollars expire, the pressure on programs that lack evidence of student impact will grow. This may be just the impetus the education sector needs to prioritize evidence, improving the chances that all students receive the best possible education going forward, regardless of budgetary constraints.

Disclosure: The Overdeck Family Foundation provides financial support to 蜜桃影视.