Montana schools and their educators are entering uncharted waters as federal funds supporting educational recovery from the COVID-19 pandemic come to an end, leaving many districts scrambling to address funding gaps just as pressures have mounted.
The Elementary and Secondary School Emergency Relief (ESSER) funds, totaling nearly $600 million over four years, have been instrumental for many schools across the state. These funds, provided by the federal government after the pandemic, allowed districts to hire additional staff, improve educational programs, and tackle significant learning losses exacerbated by the pandemic. Now, as schools prepare to lose this financial lifeline at the end of September 2024, educators and administrators are expressing deep concerns about sustaining the progress made.
Superintendent Elsie Arntzen of the Montana Office of Public Instruction stated the urgency of reevaluated funding models. "We need to look down at our local control model and explore our options to resolve the imminent challenges caused by the absence of federal support," he said. This need for local action is amplified by the overarching state funding issues, which persist even as the ESSER funds fade away.
Rep. David Bedey, the Republican chair of the education interim budget committee, echoed this sentiment during discussions at the recent Free Press Fest. He noted, "The financial challenges facing our 397 school districts are staggering, especially as we contend with budget cuts and teacher shortages. Short-term fixes are being considered for the next legislative session, but real relief will require long-term solutions to the funding formula, which is complicated and has already contributed to these issues."
The state's school funding formula is complex, defining the base amount districts must spend each year based on enrollment and other factors. Unfortunately, many school districts are facing greater financial pressure than ever before as these ESSER funds were spent on hiring teachers, counselors, and tutors. Rep. Bedey's plans for the next session include proposed legislation to allocate between $50 million and $75 million to help districts, including increasing starting teacher pay and exploring housing stipends. "If we want to have as immediate an effect as we can, we need to have legislation ready to go as soon as we can," he added.
The looming federal funding loss is not exclusive to Montana. For example, reading scores for third graders across Michigan are at a ten-year low, reflecting similar challenges faced by public schools nationwide. Peter Spadafore of the Michigan Alliance for Student Opportunity commented recently, “We saw how virtual instruction and the disruption of learning negatively impacted students’ educational journeys. It’s concerning but not surprising.”
Michigan, like Montana, is aiming for legislative fixes, with state lawmakers actively discussing solutions. The latest Michigan Student Test of Educational Progress (M-STEP) data revealed only 39.6% of third graders statewide passed the English language arts test, marking yet another blow for educators seeking to recover post-pandemic learning losses.
Such issues stemmed from experiences during the height of the pandemic, where remote instruction became the norm. Schools leveraged pandemic relief funds to implement technology and resources to maintain learning continuity. But with the diminishment of these funds, many schools are left vulnerable.
The reported learning delays have sparked discussions toward legislative interventions, though experts urge careful consideration. Spadafore noted, “We need to make sure we pass the correct laws which help identify students with reading disabilities effectively.” This point highlights the challenge Michigan lawmakers face: finding the right balance between urgent fixes and sustainable long-term solutions.
Further complicate the environment is the pressure exerted by rising living costs and the market's competition for qualified teachers. Many new educators have been leaving districts for higher-paying positions elsewhere, with Belgrade educator Becky Croghan emphasizing the importance of addressing both starting salaries and the broader salary schedule for teachers to stem this tide.
Meanwhile, leaders across Michigan and Montana argue for increased funding, acknowledging the necessity of greater investments to achieve meaningful improvements. Rob Watson, the executive director of School Administrators of Montana, shared, “While the current funding model provides some equalization, it’s not enough for every school,” emphasizing the need for additional funding to truly serve every child across the state.
Some administrators believe there’s hope on the horizon. A decennial study of school funding is expected to offer insights and recommendations. Yet, there’s wariness about its ability to produce tangible results before the 2027 academic year. Croghan cautioned, “The pertinent adjustments might be lost by prioritizing long-term solutions over immediate urgencies.”
Despite the urgency, educators and lawmakers are clearly feeling the constraints imposed by the funding structure. Just weeks away from the cessation of ESSER funds, some districts are beginning to reset their financial outlooks, prompting discussions of other funding models and innovative solutions to replace the fading federal support.
The task at hand is multi-pronged: restoring the traditional funding models, reengaging educators, and ensuring students are supported through the transition. With the end of ESSER funds approaching, districts are staring down new budget realities, determined to find solutions before they lose momentum and progress.
