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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Economic-Stimulus Package Is an Unprecedented Investment in Education

$100 billion is headed to schools.
By Alexandra R. Moses

The economic-stimulus bill signed Tuesday by President Obama sends $100 billion to education, money that's designed to restore cuts and reward schools for innovation and reform.

Lots of questions remain, however, about when and how the money will be distributed -- and whether it will be enough to do all it's expected to do. Lawmakers have acknowledged that the money intended to help states fill holes in education funding may not be enough, and school-construction money was stripped from the $787 billion stimulus bill before Congress approved it last week.

Despite the uncertainty, the bill does help Obama make good on promises to help the nation's K-12 schools.

"Because we know America can't outcompete the world tomorrow if our children are being outeducated today, we're making the largest investment in education in our nation's history," the president said in remarks in Denver before signing the legislation.

States Wait for Money

Under the bill, states will get $53.6 billion in what's called the state stabilization fund. Most of that money (about $39 billion) goes toward helping states restore cut programs, which, depending on the state, have included early-childhood education, after-school programs, professional-development money, and actual school staff.

States already have an idea of what they might get in overall education funding, which also includes increases in money for special education, technology, and grants for college, and to help schools where high numbers of poor children are enrolled. For instance, California could get $11.2 billion, New York $6.4 billion, and Georgia $3 billion, according to a breakdown from the National Education Association.

But the stimulus bill is meant to do more than simply fill holes. In what the Obama administration considers its reform piece, there's $5 billion in incentive grants, which U.S. education secretary Arne Duncan calls "race to the top" money. This money won't be available until 2010, after states are able to put their stabilization funds in place. To get a grant, a state has to show how it's in compliance with a few measures under the No Child Left Behind Act already required under the law. They also have to put in place a statewide data system to measure student progress and make sure their standards lead students to college or other postsecondary training.

It's not yet clear how states will prove they're doing everything right, and what they'll do with their incentive money. Duncan says it's intended to make students and schools more competitive globally. Also included in the $5 billion is $650 million for more innovative programs, to "scale up what works" in schools, Duncan adds.

"This is a chance to really improve outcomes," Duncan said of the education money last week.

In Duncan's words, the education money presents a historic opportunity to improve K-12 schools. But some worry that reform was not the goal of the stimulus. Jeanne Allen, of the Center for Education Reform, says the package "misses the mark by a wide margin."

"Student achievement, the purpose of our nation's schools, is not an explicit or implicit requirement of the new stimulus spending for education," Allen said in a statement.

The Consortium for School Networking and the International Society for Technology Education also said it was disappointed in the amount of money available to boost education technology.

The Line Items

Among the K-12 education money in the stimulus package:

  • $2.1 billion for Early Head Start and Head Start, the early-childhood programs for low-income children ages 0-5. It's estimated this funding will affect about 124,000 infants and preschool children.
  • $13 billion for Title I, the program that aids schools with a high number of low-income students to help fund extra programs.
  • $12.2 billion for IDEA, a program for special education grants.
  • $8.8 billion as part of a state stabilization fund that states can use for education, including infrastructure fixes. In addition, state and local governments can issue up to $22 billion in school-construction bonds over two years.
  • $650 million for education-technology grants, for things like classroom computers and curricula that use technology.
  • $200 million for the Teacher Incentive Fund, which supports programs for teacher performance pay.
Alexandra R. Moses is a freelance writer in the Washington, DC, area who specializes in education.

Comments (7)Sign in or register to postSubscribe to comments via RSS

John from Universities and Colleges's picture
Anonymous (not verified)

Interesting to see where the money is going. I'm skeptical these funds will bring about any real reform in the education system, but I guess its good that at least education is getting a piece of the stimulus pie.

Todd's picture
Anonymous (not verified)

I agree with you John it is interesting to see where the money is going. I came upon this website that allows the people to track where the stimulus money goes: www.recovery.gov.

jerry's picture
Anonymous (not verified)

Like John I am very skeptical how states and school boards will use the money. More than likely pet projects and schools. Those in need will be short changed. Why do we throw money at the Public Schools of which many are failing maybe the money should be used to restruct them so they can be competitive again.

Elaine's picture
Anonymous (not verified)

While I support some additional funding that goes to Title One schools, it is frustrating to not have funds provided to our "non" title one school. Looking at this "new plan" it appears even more money is going to be alloted to the title one schools. Currently our middle school is the least funded school in our very large district (San Diego Unified). We receive less that $4300/yr per student, while some of our other district schools are closer to $10,000/student, thanks to Title 1 money. If it wasn't for our amazing PTSA (who literally covers the costs of many supplies & ect) our class sizes would be at 38-40. (we're already at 36-38). I feel bad for these parents who already pay a ton in tax dollars (on homes that are now valued 30% less than what they were purchased for) and then have to come up with additional funding to help keep our class sizes below 36. Our API score is the highest in our district...but we get by on very very little. Imagine what we could do with a "reasonable" per student amount.

Eve's picture
Anonymous (not verified)

We are always complaining when it comes to educating the poor and other people's children. Whenever we see others in need,receiving what we think we should receive, it is easy to say that money doesn't really help them. If you have parents in your community who could help and provide, that's great. Continue to be thankful that you have that resource. Do you feel badly for the people in Title I areas who don't have that luxury? It is not because many of these parents don't care, but with many of them are working two jobs(if they have a job) to support their families. I believe that the stimulus money should be used wisely by all districts and that there should be accountability. Please do not forget that all of us are not on an even playing field. We need to work together, all communities to bring each other up, helping all schools to succeed. Too many times, we are afraid that someone is going to get ahead of us if they are helped more than we are, even if we don't need it as badly as they do. We are so competitive in that end. Let us break the cycle of oneness and be one in part of the whole solution.

Maria Smith's picture
Maria Smith
Financial Education

The issue is lack of taxes routed properly to education as a budget priority so we have good places for kids to attend schools with adequate supplies along with a cultural lapse where far too many families do not vigilantly ensure and inspect homework completion and quality by their student children. Yet we want to blame the schools alone (they can be better, but their model and teachers have not changed style/model/programs much) so the other variables are spending and monetary support per student and the huge 'family' responsibility to ensure all children are engaged, focus, committed, and completing the work assigned.

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