Elementary school students are considered the baseline and are counted as 1. This means that it would cost the BPA to educate one elementary school student, absent any other factors. Recognizing the additional costs associated with educating children as they get older, weights are added to pupils of more advanced schools.
Every middle school student is calculated as 1. An additional weight is added for each child enrolled in the Free and Reduced Lunch Program. These children are what the funding formula refers to as At Risk, and their weight depends on how many At Risk students comprise the student body. A district whose At Risk student body is under 20 percent receives and additional weight of 0. The weight increases with the percentage of At Risk students until it reaches 40 percent where the weight is capped at 0.
Any district with more than 40 percent of its student body classified as At Risk still receives a weight of 0. Additionally, a 0. He is also one of the few students in the school enrolled in the Free School Lunch Program under 20 percent of the student body. What is weighted calculation for Student X?
The answer is 1. Since the student population is less than 20 percent enrolled in the program, his At Risk weight is 0. Finally, he is additionally weighted due to being an LEP student, but this weighting is limited to 0.
She attends a district where the half of the students are enrolled in the Free and Reduced Lunch Program, though she is not enrolled herself. What is the weighted calculation for Student Y? She receives an additional weight of 0.
If she were enrolled in the Free and Reduced Lunch Program that weight would have been 0. Consequently her LEP weight stays at 0. Other factors such as transportation costs, security aid and extraordinary special education are covered through categorical aid, which is separate from the Adequacy Budget and will be discussed later.
After every student has been given a weighted score, these scores are added up to give a weighted representation of the entire student body. Finally, the resulting number is then multiplied by a Geographic Cost Adjustment GCA that factors in the cost of living for the county in which that district is located. Now that the state has figured out what is an Adequate Budget, the next step is to figure out how to pay for it.
More specifically, the state figures out how much the local community is responsible for and how much the state is responsible for. Department of Education ED has already begun sending these resources out.
In April, ED released a state application for the remaining funds. States must submit this application describing how the state will use ARP funds no later than June 7, School districts must develop high-quality plans, with engagement and input from stakeholders, for how they will use the ARP education funding — and they must publicly share these plans.
This unprecedented investment in education provides states and school districts with a chance to close opportunity gaps that existed prior to COVID, especially for students of color, students from low-income backgrounds, English learners, students with disabilities, and students experiencing homelessness. Unlike those resources, the vast majority of funding provided over the last year will be directly awarded to school districts.
District leaders must target these new resources to the students who need it most, and leverage this federal investment to drive significant change in our education system. Now is the time to get engaged. Equitable and adequate funding plays a key role in helping schools serve, support, and educate students from vulnerable and systematically neglected populations. Funding disparities mean differential access to the opportunities and resources students need to thrive — well-qualified and supported educators; curricular resources that are affirming of individual identities; culturally responsive and relevant pedagogy; social, emotional, mental, and physical health services; up-to-date technology, materials, and supplies; and adequate facilities, including sufficient broadband access.
All students deserve to learn in an environment where they feel they belong, where they have their identity affirmed , where they are engaged and have agency in their learning, and where they receive the social, emotional, mental, and physical supports they need to learn, develop, and thrive. Students from vulnerable and systematically neglected populations have faced and will continue to experience additional challenges that impede their learning due to the pandemic.
The COVID pandemic has resulted in unfinished instruction that will affect most students, but will have a disproportionate impact on students from historically marginalized populations. Because these inequities did not begin a year ago, districts and schools should prepare to accelerate student learning for many months, and possibly even years, to come. These briefs from Ed Trust and MDRC can help district and school leaders make critical decisions on how to implement evidence-based strategies to accelerate learning, including targeted intensive tutoring and expanded learning time.
The briefs also highlight research-based interventions to build and maintain strong relationships. Without strong relationships and connections between students and school staff, educators cannot help students catch up. May 6, by Ed Trust. How is the district meaningfully engaging a diverse and representative set of stakeholders — including students, families, educators, and the broader community — in developing a plan to use these funds and implementing that plan? Read the article here. Contact Us crpe uw.
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