Claim: Public schools irresponsibly used $2.3 billion of one-time Federal COVID funding for ongoing expenditures when it was intended to be used to combat pandemic learning loss.

While Federal COVID funds were intended to be used above and beyond regular funding streams to address pandemic-related challenges, state government used them as an opportunity to provide minimal increases to schools.

Facts: In the 2021-23 state budget, state revenue limits and per-pupil aid were not increased at all. Only small increases were provided in general aids (which falls within revenue limits and, since limits were held flat, reduced property taxes but provided no additional funding for schools) and special education. The result: state support for public schools during the pandemic stayed largely flat. This came at a time of record inflation, as supply chains worldwide were affected. Schools had to find ways to continue maintaining their basic services as costs were increasing dramatically as the pandemic continued.

The lack of state support during the COVID pandemic contributed to many Wisconsin schools using their one-time funding for ongoing expenses, unlike other states that predominantly used their one-time federal dollars to support learning loss and provide additional supports to students during an unprecedented time. Wisconsin public schools did in fact use their federal funding to address these concerns, but the degree to which they could spend in these areas was likely muted by having to fill in gaps left by state budgetary decisions.

As the pandemic (and federal funding) evolved, school districts shifted how they were spending COVID relief aid. Initially, a greater emphasis was focused on supporting virtual learning and acquiring new technological and curriculum updates to respond to the challenge of school closures and virtual learning. However, as the pandemic continued and schools began to reopen, spending priorities shifted. What became evident quickly was the immense learning loss suffered by students during the period of solely virtual learning and widespread closures throughout society. Schools began to spend their federal dollars increasingly on addressing this learning loss, which contributed to additional staff. Interventionists, counselors, and instructional aides were needed to bring kids back up to speed. Many of these measures were successful, but learning loss and the need for additional supports for students did not vanish with the end of the pandemic. Academic achievement continues to lag pre-pandemic levels in many school districts. Since federal support ceased, many school districts had to decide whether they should cut staff or programs that have been aimed at raising achievement or go to their communities to ask for additional property tax revenues to continue these programs.

Sources: Summary of 2021-23 State Budget; Antigo Times Analysis of ESSER Spending; Wisconsin Policy Forum “Adding it All Up”

Note: This post is part of the WASB “Setting the Record Straight” initiative to combat misleading narratives and decontextualized statistics (“Claims”) about public education. This will be a weekly blog series with accompanying social media posts.

The WASB has created this initiative to equip school leaders with accurate information and effective talking points. They provide additional context and background to explain the full picture that these claims often do not provide. This initiative is generalized and presented from a statewide perspective. It may not accurately reflect the situation on the ground for every school board or community as they are all unique and can vary widely.