Investing in Improvement: A Critical Look at Funding for Low-Performing Schools
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| Title: | Investing in Improvement: A Critical Look at Funding for Low-Performing Schools |
|---|---|
| Language: | English |
| Authors: | Damon Blair (ORCID |
| Source: | Educational Policy. 2026 40(1):3-40. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A200254 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Improvement, Educational Finance, Investment, Expenditure per Student, Federal Legislation, Elementary Secondary Education, Educational Legislation, School Turnaround, Accountability, School Support, Low Achievement, Educational Resources, Resource Allocation, Educational Equity (Finance), Equal Education, Student Characteristics, Federal Aid |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| DOI: | 10.1177/08959048251318626 |
| ISSN: | 0895-9048 1552-3896 |
| Abstract: | This paper examines the financial resources allocated to Comprehensive Support and Improvement (CSI) schools under the Every Student Succeeds Act (ESSA) in the United States. Our analyses demonstrate that CSI schools do receive additional funding and spend more than comparable non-CSI schools. However, we question whether the magnitude of this support is sufficient to promote meaningful improvement for these schools. Our research reveals that CSI schools receive and spend about $345 more per pupil compared with non-CSI schools, but to elevate low-performing schools to the average performance of non-CSI schools would require a significantly larger investment, between $8,000 and $21,000 per pupil yearly. The existing financial support associated with accountability designations is insufficient to support the improvement activities of low-performing schools. We argue for increased and sustained funding for low-performing schools, coupled with support in decision-making and accountability for resource allocation. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1490841 |
| Database: | ERIC |
| Abstract: | This paper examines the financial resources allocated to Comprehensive Support and Improvement (CSI) schools under the Every Student Succeeds Act (ESSA) in the United States. Our analyses demonstrate that CSI schools do receive additional funding and spend more than comparable non-CSI schools. However, we question whether the magnitude of this support is sufficient to promote meaningful improvement for these schools. Our research reveals that CSI schools receive and spend about $345 more per pupil compared with non-CSI schools, but to elevate low-performing schools to the average performance of non-CSI schools would require a significantly larger investment, between $8,000 and $21,000 per pupil yearly. The existing financial support associated with accountability designations is insufficient to support the improvement activities of low-performing schools. We argue for increased and sustained funding for low-performing schools, coupled with support in decision-making and accountability for resource allocation. |
|---|---|
| ISSN: | 0895-9048 1552-3896 |
| DOI: | 10.1177/08959048251318626 |
