School & District Management Opinion

Critics Complain My District Doesn’t Really Need Relief Aid. If They Only Knew…

District leaders need clear messaging about how and when they spend relief aid
By Theresa Rouse — July 15, 2021 2 min read
A business person convinces colleagues by presenting a plan.
  • Save to favorites
  • Print

Louisa May Alcott, the author of Little Women, is widely quoted to have said, “Money is the root of all evil, and yet it is such a useful root that we cannot get on without it any more than we can without potatoes.”

It certainly is a “useful root” amid a catastrophe such as the COVID-19 pandemic. But school leaders often hear critics complaining that we really don’t need, and probably can’t use, the new funds designated to fight this crisis. It’s almost as though critics expect crises to be resolved cost-free.

Let’s take a look at the various funds Congress and the White House across two administrations have agreed to provide to schools as the pandemic ripped through America. First, there was the CARES Act (Coronavirus Aid, Relief, and Economic Security Act) in spring 2020. The district I lead received $3.5 million under CARES. Then, last December, ESSER (the Elementary and Secondary School Emergency Relief Fund) was approved. With ESSER, my district was allocated $13.1 million. In March, ARP (the American Rescue Plan) appeared, promising an additional allocation of $27 million for Joliet Public Schools District 86.

About This Series

Over the coming weeks, we will be rolling out 17 lessons from experienced district leaders who spent the last year leading from home. Learn more and see the full collection of lessons.

What on earth are we doing with all that money, local critics ask? Well, here’s the rub: The only money Joliet 86 received as of May 2021 is the $3.5 million from CARES. By the end of the school year, we had yet to see a penny from ESSER or ARP.

Before I explain where the ESSER and ARP funds are, let me explain why schools really do need these funds.

First, districts have ongoing expenses. The fact that buildings were closed didn’t mean teachers and administrators weren’t working or needing to be paid.
Beyond that, we had enormous additional expenditures related to the pandemic, including the purchase of personal protective equipment, additional Chromebooks for students without computers, and hot spots for students without internet access at home. In my district, some 60 percent of our CARES funding went to closing the digital divide. The remainder went to PPE, facility repairs and upgrades, activities to maintain services, mental-health services, and specific supports for students, including meal distribution.

See Also

Illustration of girl working on computer at home.
Ed-Tech Policy Opinion Why Are We Turning Our Backs on Remote Learning?
Theresa Rouse, June 17, 2021
5 min read

What about the ESSER and ARP funds? Illinois districts have to apply to the state for disbursement of these funds, which will happen only when the state approves our grant application. These applications did not become available to districts until March of this year. We only just got approval for ESSER funds at the end of June, the bulk of which we will use to tackle upgrades in our HVAC systems, additional technology needs, and instructional support such as tutoring for students—all of which are critical for schools to reopen.

ARP funds? The state did not release the grant application for this money until this month. We still have a host of unmet needs, including remaining HVAC issues and adding CBRS (Citizens Band Radio Service) towers to eliminate the need for hot spots, all while reserving a required 20 percent of the funds to address students’ unfinished learning needs.

Messaging around when these funds become available and how you’re spending them is critically important. Let local residents know if the “useful root” has not yet been planted in your district. And remind them that what is true in the best of times is even more true amid the chaos of a national crisis: Crises cost money.


Superintendents discuss ideas at a roundtable.
Vanessa Solis/Education Week and Getty Images

Coverage of leadership, summer learning, social and emotional learning, arts learning, and afterschool is supported in part by a grant from The Wallace Foundation, at www.wallacefoundation.org. Education Week retains sole editorial control over the content of this coverage.


This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Student Well-Being Webinar
A Whole Child Approach to Supporting Positive Student Behavior 
To improve student behavior, it’s important to look at the root causes. Social-emotional learning may play a preventative role.

A whole child approach can proactively support positive student behaviors.

Join this webinar to learn how.
Content provided by Panorama
Recruitment & Retention Live Online Discussion A Seat at the Table: Why Retaining Education Leaders of Color Is Key for Student Success
Today, in the United States roughly 53 percent of our public school students are young people of color, while approximately 80 percent of the educators who lead their classrooms, schools, and districts are white. Racial
Jobs January 2022 Virtual Career Fair for Teachers and K-12 Staff
Find teaching jobs and other jobs in K-12 education at the EdWeek Top School Jobs virtual career fair.

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management 3 Ways School Districts Can Ease the Pain of Supply Chain Chaos
Have a risk management plan, pay attention to what's happening up the supply chain, and be adaptable when necessary.
3 min read
Cargo Ship - Supply Chain with products such as classroom chairs, milk, paper products, and electronics
iStock/Getty Images Plus
School & District Management Vulnerable Students, Districts at Greater Risk as Natural Disasters Grow More Frequent
New federal research indicates the harm from fires and storms to school facilities, learning, and mental health is disproportionate.
4 min read
Helina Thorp, right, 14, expresses frustration while unsuccessfully trying to log in to her school distance-learning classes in Placerville, Calif., after Pacific Gas & Electric intentionally shut off power to prevent wildfires amid high winds in September 2020.
Helina Thorp, right, 14, expresses frustration while unsuccessfully trying to log in to her school distance-learning classes in Placerville, Calif., after Pacific Gas & Electric shut off power to prevent wildfires amid high winds in September 2020.
Daniel Kim/The Sacramento Bee via AP
School & District Management Opinion What It Takes for Universities to Conduct Useful Education Research
Many institutions lack the resources to make research-school partnerships successful, warns Thomas S. Dee.
Thomas S. Dee
3 min read
Illustration of coworkers collaborating.
School & District Management Opinion Trust Keeps Our School-Research Relationship Alive in the Pandemic
An educator and a researcher describe how their team was able to nudge forward a plan for equity even as COVID changed almost everything.
Katherine Mortimer & Scott Gray
3 min read
Illustration of coworkers analyzing data.