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From YouTube: The Pandemic Impact on State Education Budgets
Description
The NCSL Education Program describes the impact of the COVID-19 pandemic on state education funding. April 14, 2020. Slides and additional information available here.
A
Good
afternoon,
everyone
I
would
like
to
welcome
you
to
today's
virtual
meeting,
where
we're
gonna
focus
on
the
cover
19
impact
on
state
education
budgets.
My
name
is
Michelle
Eckstrom
and
I'm.
The
group
director
at
the
National
Conference
of
State
Legislators,
and
today
we
will
have
the
wonderful
opportunity
to
hear
directly
from
from
our
education
experts
at
NCI,
so
on
what
we
are
thinking
about,
the
impact
that
the
pandemic
is
going
to
have
on
our
state
budgets
today,
I
would
just
like
to
review
Dan.
Can
you
advance
the
slide?
A
The
second
part
of
the
webinar
will
be:
how
will
key
revenue
sources
behave
compared
to
the
Great
Recession?
What
is
happening
today
with
school
and
district
finances,
we'll
also
be
talking
about?
What
can
we
expect
and
how
can
States
act
proactively
during
this
opportunity?
We
will
be
breaking
for
questions,
so
I
suggest
that
you
please
feel
free
to
go
ahead
and
put
those
in
the
chat
box.
That's
on
the
right
hand,
side
of
your
screen.
A
Sorry,
I'm
gonna,
pause
and
admit
some
more
folks
who
appear
to
be
in
our
virtual
waiting
room.
I
do
want
to
go
over
some
protocols
for
today's
opportunities
so
that
we
can
get
through
this
really
smoothly
and
have
everyone
participate
and
get
all
of
their
questions
answered.
First
of
all,
if
you
are
joining
us
by
phone
I
highly
encourage
you
to
log
into
your
computer
click
on
that
that
zoom
link
in
join
us
by
your
computer.
A
It's
much
easier
for
you
to
participate,
you're,
able
to
see
the
slides
that
we've
prepared
and
you'll
also
be
able
to
ask
questions
in
our
chat
box
as
well.
So
we
would
ask
you
to
do
that
if
you're
not
able
to
do
that.
I'm
gonna
pause
here
in
just
a
moment
and
ask
you
to
identify
yourself
so
that
we
know
who
is
joining
us
by
phone.
That's
for
a
couple
of
reasons
just
so.
A
We
have
a
sense
of
who's
on
the
call,
but
also
we're
really
mindful
of
security
protocols
and
other
concerns
for
privacy
that
have
come
up
with
these
types
of
virtual
meetings.
So
we
just
want
to
make
sure
we
know
who
was
joining
the
call.
Thank
you
all
for
muting.
Your
audio
continue
to
please
be
on
mute
as
we
continue
through
the
event
and
at
certain
points
we
may
ask
you
to
unmute
your
line
and
participate
by
participating
in
the
conversation.
A
B
B
So
this
is
from
one
study
in
the
journal:
education,
finance
and
policy.
It
was
an
unprecedented
impact
on
education,
resources
and
districts,
with
the
greater
dependence
on
state
revenue
experienced
greater
vulnerabilities-
and
this
is
somewhat
depicted
on
this
on
the
graph
that
you
see
on
right
of
your
screen-
that
individual
income
taxes,
corporate
income
taxes,
general
sells
gross
taxes
are
much
more
susceptible
to
market
fluctuations
than
the
property
taxes.
B
So
if
there's
a
interruption
in
in
the
economy,
it's
possible
that
the
property
valuation
that
will
not
get
yvette
reevaluated
even
five
years
after
the
recession
began,
and
then
there
are
some
states
that
just
haven't
read
their
property
in
decades.
So
meanwhile,
the
the
income
and
sales
tax
is
very,
very
volatile,
and
this
is
a
perfect
example
of
how
volatile
these
tax
revenues
are.
You
know
it
really
I.
B
So
the
shrieking
property
tax
base
that
occurred
and
this
chart
shows
that
occurred
as
the
valuation
of
houses
and
our
housing
stock
declined
really
show
up
until
later
on
a
few
years
out
from
the
beginning
of
the
Great
Recession,
but
the
property
taxes
the
base,
though
the
the
the
ik
line
of
the
base,
was
offset
by
increases
in
property
tax
rates.
So
again
it's
still.
The
property
tax
still
was
a
very
consistent
source
of
revenue
throughout
the
Great
Recession.
B
But
what
that
meant
was
that
districts
that
did
rely
heavily
on
state
revenue
and
often
these
are
the
districts
with
that
have
a
lot
of
low
income
families
more
often
than
not,
or
have
property
the
property
poor.
They
as
these
their
revenues
decline.
Inequality
in
our
in
our
state
finance
systems
increased
and,
as
these
authors
say,
it
rose
dramatically
and
the
end
the
final
leslie.
B
High
poverty.
School
districts,
as
I
mentioned,
was
also
great
two
other
studies
that
came
out
in
the
last
few
years,
one
from
David
Knight,
look
at
the
impact
of
the
Great
Recession
on
high
poverty,
school
districts
and
found
that
it
significantly
reduced
and
if
you
actually
I
have
these
two
slides.
B
This
is
the
the
impact
on
high
poverty.
Schools.
Districts
is
actually
on
advertised.
On
average,
across
States,
high
poverty,
school
districts
experienced
in
actual
share
of
funding
and
staffing
cuts
following
the
Great
Recession
and
that
changes
in
the
income
based
funding
gap
very
across
States
I
apologize
for
that
Erol
correct
the
slides
before
we
send
it
back
out
by
the
impact
on
student
achievement.
This
is
from
the
shores
and
Steinberg
study
that
found
that
the
Great
Recession
significantly
reduced
student,
math
and
ela
achievement.
B
The
effect
on
student
achievement
was
concentrated
among
school
districts
serving
more
economically
disadvantaged
minority
students,
the
adverse
effects
of
the
rescission,
where
session
were
not
distributed
equally
among
the
population
of
US
students.
So
again,
this
is
by
in
some
ways
a
structure
of
our
school
funding
systems
and,
as
we've
moved
to
make
things
more
equitable.
In
our
school
funding
systems,
we've
gone
to
a
greater
reliance
on
state
revenue,
which
is
again
it's
more
volatile
and
economic
fluctuations.
B
So
the
trick
moving
forward
is
how
to
mitigate
the
the
impact
of
declining
state
revenues
on
on
districts,
with
the
high
proportion
and
concentrations
of
families
living
in
poverty
or
dealing
with
poverty,
so
that
the
the
economic
and
the
emic
impacts
will
be
mitigated-
and
this
is
another
shark
chart
that
I
created
for
you
this.
If
you
go
to
this
bitly
link,
you
can
look
at
your
your
state
taxes,
starting
state
tax
performance,
starting
at
the
beginning
of
the
Great
Recession
and
going
to
the
end
of
2002.
B
B
So
what
we're
anticipating
moving
forward
is
that,
like
we
see
with
and
I'm,
not
sure
if
you
can
see
my
my
mouse
or
not
what?
If
I
but
the
the
general
sales
tax
remain
dropped
quite
quickly,
along
with
personal
income
tax
collections,
and
we
anticipate
that
these
drops
will
be
much
more
precipitous
moving
forward
in
the
next
few
months,
which
will
of
course
have
an
impact
on
on
the
next
fiscal
year
in
budgeting
and
planning
for
the
next
fiscal
year.
B
A
B
Reflection
of
how
our
reliance
on
state
revenue
for
funding
k-12
system
writ
large
has
changed
over
the
years.
The
proportion
seems
to
be
pretty
consistent,
which
is
the
graph
that
you're
looking
at
on
the
left,
and
this
is
from
Dana
collected
from
NEA
estimates
rankings
that
they
produce
every
year
for
a
2018-19
in
figures.
The
rest
of
the
figures
are
from
the
National
Center
for
Education
Statistics,
and
this
is
looking
at
combined
local
and
state
revenue
as
a
whole
on
the
country
and
there's
quite
consistent
parity
between
these
two
resources.
B
But
if
you
look
at
actual
dollars,
this
is
the
screen
on
the
or
the
chart
on
the
right.
This
is
from
Marguerite
Rosa,
a
blog
that
she
had
in
the
Brookings
Institute
last
week,
I
believe
looking
at
the
changes
in
revenue
from
the
state's
since
2007
to
2017
and
again,
we
see
more
fluctuations
of
overall
dollars
from
states
with
the
intent
through
finance
reforms
to
to
provide
greater
equity
throughout
the
entire
finance
system
of
the
state.
But
again
as
we
do
these,
we
also
introduce
more
volatility
in
revenue
into
our
systems.
B
And
here's
just
one
more
slide
depicting
what
I've
been
driving
home
before-
and
this
is
from
these
are
maps
taken
from
the
Center
for
Educational
National
Center
for
Education
Statistics.
So
you
can
see
your
state
on
this
on
these
maps.
I
am
again.
This
is
looking
at
the
total
revenues
for
a
k-12
education
and
what
percent
comes
from
the
state
on
the
left
and
then
property
taxes
on
the
right.
A
B
Will
go
ahead
and
move
on
to
what
we're
seeing
today,
most
of
this
information
I
do
credits
you
to
dr.
Marguerite
Rosa
at
a
genomics
lab
through
Georgetown,
who
works
very
closely
with
school
districts
across
the
country
and
she's
been
on
the
phone
with
a
lot
of
the
fiscal
leaders
in
these
districts
and
collecting
some
of
the
information
that
she's
hearing
from
them
couple
weeks
ago.
B
So
I
think
it's
districts
are
kind
of
all
over
the
place
and
we're
how
they're
at
the
end
of
the
school
year
or
fiscal
year,
is
going
to
look
for
them
if
they
do
have
a
cash
balance.
It's
important
that
they
have
the
opportunity
to
carry
forward
that
balance
into
the
next
school
year
next
fiscal
year.
B
B
As
for
reasons
that
I
just
went
over
I
also
reduced
teacher
turnover
drives
up
salary
costs
as
more
experienced
teachers
stay
around
and
and
if
we
do
have
teacher
for
Low's
or
layoffs,
it
tends
to
be
the
most
who
are
left
are
the
younger
teachers
and
then
students
living
in
poverty
with
greater
needs.
These
are
all
pressures
on
district
budgets.
We're
also
seeing
that
pension
funds
are
there
due
to
seeing
greater
gaps
in
a
report.
B
Just
last
week
from
Moody's
the
there
was
an
estimate
that
one
trillion
dollars
has
been
lost
in
pension
value
alone,
after
the
decline
in
the
stock
market,
and
then
districts
will
have
further
pressures
because
more,
they
will
in
likelihood
see
more
students
coming
into
their
schools,
as
parents
have
less
money
to
pay
for
private
schooling
for
their
children
and
they'll,
send
them
into
public
schools.
So
it's
some
people
have
referred
to
this.
Some
finance
exert
some
effort.
B
This
is
the
double
whammy:
greater
expenses
go
up
and
revenues
drop
again
for
Marguerite
roses,
showing
that
doesn't
take
much
to
destabilize
district
finances
and
again
I'd
like
to
draw
from
her
data,
because
she
works
so
closely
with
school
districts
and
has
a
real
sense
for
the
pressures
that
impact
them.
Even
with
budget
increases.
The
many
districts
still
feel
constrained.
B
B
B
Terrible
analogy
perhaps,
but
our
sales
tax
revenue
is
is
really
just
come
to
a
grinding
halt
and
then
we
are
also
states
are
having
in
districts
having
unanticipated
expenditures
to
mitigate
the
effects
of
the
pandemic.
This
really
is
a
unprecedent
unprecedented
time
because
of
the
nature
of
this,
this
recession
being
coupled
with
a
global
pandemic.
B
So
that's
what
we
can
expect
for
the
close
of
fiscal
year
2020
and
there's
some
indication
from
what
we
see
from
you
and
your
states
that
that
there's
some
gaps
that
do
need
to
be
closed
for
fiscal
year
2020
and
twelve
states.
We've
seen
have
made
withdrawals
from
the
rainy
day
funds
already
to
close
gaps
for
fiscal
year
2020
and
then,
as
we
move
into
fiscal
year,
2021
for
a
school
year,
2021
the
next
school
year.
B
2021
2021,
50
22-
and
this
is
the
graph
you
see
on
the
right-
is
from
analysis
by
ed
week,
looking
at
four
different
states
and
what
they're
looking
at
moving
on
to
the
next
fiscal
year
and
some
quotes
to
add
to
that
I'll.
Just
you
state
one
quote
here
from
state
senator
Moreno
in
Colorado.
He
said
to
you
Colorado
Public
Radio,
that
I
would
say
it
feels
like
the
rug
got
pulled
out
from
under
us
and
really
there.
B
It's
interesting
because
Colorado,
like
a
number
of
other
states,
were
looking
into
a
major
finance
and
finance
overhaul
and
those
states
that
were
hoping
to
have
a
large
reform
of
their
education
finance
system,
maybe
having
the
rug
pulled
out
from
underneath
them.
And
here
again
I'd.
Be
happy
to
hear
from
anyone
on
the
call
to
who
of
those
states
that
we're
considering
major
event
of
their
at
finance
system.
B
If
those
efforts
will
still
go
forward
or
not,
it's
just
completely
changed
the
dynamic
in
what
we
were
thinking
about
education
finance
just
even
three
months
ago,
and
then
we
are
fortunate
to
have
Mike
Griffith
with
us.
That
did
an
analysis
that
was
also
highlighted
in
week
last
week,
I
believe
on
numbers
that
he
ran
on
the
impact
of
the
cares
Act
for
k-12
education,
something
we
haven't
really
hit
upon
yet
Mike.
You
may
I
turn
it
over
to
you
for
a
few
minutes
down.
C
Sure,
thanks
Dan
yeah,
it's
so
I
was
asked
paedon
by
Ed
week.
I
actually
had
put
this
analysis
together.
Just
so
I
can
get
my
own
head
around.
What's
going
on
right
now,
what
are
we
looking
at
state
budgets
in?
How
much
will
the
cares
Act
be
helping
I
do
feel
like
right
now.
Anything
I
do
is
outdated
within
24
to
48
hours.
So
even
this
analysis,
I've
done
an
update
of
so
I,
have
slightly
different
numbers
that
are
out
there.
C
But
when
you
look
at
some
of
these
numbers,
you
can
see
that
it's!
You
know
three
hundred
and
fifteen
dollars
per
pupil,
I've
adjusted
that
now
down
to
two
hundred
and
seventy
dollars
per
pupil,
but
you
can
see
the
range
of
where
the
dollars
are
going
Utah
at
the
lowest
one
hundred
and
forty
seven
dollars
per
pupil
DC
at
527.
C
This
really
has
to
do
with
the
fact
that
these
dollars
were
distributed
based
on
Title,
one
Part,
A
money,
and
so
the
higher
percentage
or
higher
amount
you
get
per
pupil
in
Title,
one
Part
A
the
higher
amount
you're
going
to
get
from
this
Recovery
Act.
It
was
not.
Essentially
they
did
not
have
enough
time
on
Capitol
Hill
to
adjust
this
based
on
how
you're
being
impacted
economically
or
what
your
student
needs
are.
So
they
didn't
really
look
at
state
needs.
A
student
needs
other
than
the
fact
they
looked
at
total.
C
One
part:
a
distribution.
What
we're
finding
is,
when
we
start
looking
at
these
numbers
that
if
the
state
funding
decreases
for
education
are
below
five
percent,
this
money
will
this
money
essentially
combined
with
state
reserves,
will
cover
the
cost
and
will
allow
the
two
thousand
twenty
twenty-one
school
year
to
go
ahead
without
any
cuts,
but
more
the
more
I
talk
to
people
in
states.
The
more
I'm
looking
at
the
data,
it's
going
to
be
greater
than
a
five
percent
decrease
in
most
states
I.
C
Also,
based
all
of
my
assumptions
on
the
fact
that
any
cuts
for
this
current
school
year
could
be
made
up
through
state
reserve
accounts
we're
starting
to
see
that
that
might
not
be
the
case
that,
even
though,
overall
nationally
we
have
some
of
the
highest
balances
we've
ever
had
for
state
reserve
accounts,
it
isn't
sufficient
in
some
states
to
cover
the
cuts
that
they
need
to
make.
So
you
know
we're.
C
There
are,
as
Dan
said,
some
savings
that
will
be
produced
because
the
school
year
has
gone
online
in
most
places,
but
those
costs
will
be
small
in
comparison,
just
as
a
reminder
about
60
to
65%
of
state
expenditures.
Go
to
teacher
salaries
and
benefits
about
another
15
to
20
percent,
go
to
other
salaries
and
benefits,
and
what
we've
heard
from
districts
is
they're
reluctant
to
layoff
anyone
right
now.
C
For
things
like
moving
to
online
learning,
increased
technology
cost
an
increased
cost
in
things
like
food
delivery,
for
low-income
families
and,
as
Dan
said,
one
of
the
other
things
is
we're
taking
a
look
at
this
is,
as
the
unemployment
numbers
climb,
the
percentage
of
kids,
who
will
now
qualify
for
free
and
reduced
price.
Lunch
goes
up
and
those
expenses
for
school
districts
will
increase.
So
you
know,
like
I,
feel
like
I.
Could
kind
of
go
on
in
tant?
C
Probably
does
too
about
all
the
bad
news
that
is
out
there,
but
you
know
if
you
simply
look
at
the
unemployment
numbers
today,
that
we
have
it's
about
15%
unemployment
rate,
which
greatly
exceeds
anything
that
we
had
during
the
last
economic
downturn.
So
the
end
of
all
this
is
the
federal
money
helped,
but
it
is
not
sufficient
enough
to
get
us
past
what
we're
looking
at
and
we
probably
could
really
use
an
additional
federal
stimulus.
Just
for
education,
like
we
had
during
the
economic
downturn
of
2007-2008.
B
Thank
you
very
much
money.
This
is
really
a
novel
analysis
that
we
haven't
seen.
Anyone
else
do
around
the
country
and
I
tend
to
to
be
more
optimistic
and
Mike
and
I
often
together,
and
we
kind
of
have
the
stick.
Where
he's
a
little
more
looking
at
the
kind
of
the
downs.
Well,
look
I'm
a
little
more
optimistic,
sometimes
Mike's,
more
real,
and
it
will
tell
you
the
straight
story
but
I'm
having
a
hard
time
to
finding
the
the
the
silver
lining
and
all
this
but
I.
B
Hopefully,
I
can
end
with
some
kind
of
silver
lining.
Moving
forward
and
Mike
left
with
a
the
the
idea
that
the
what
we
are
receiving
from
the
federal
government
right
now
and
Aid
is
is
only
mitigating.
It's
not
it's,
not
a
stabilization
amount
of
finance
that
we
saw
it
in
the
Great
Recession,
but
one
one
point
of
maybe
advice
that
that
was
given
to
a
budget
advisor
for
Richard,
Nixon
and
and
president
for
President
Nixon,
President,
Ford
fight
ler.
He
said
they
with
revenues.
B
You
have
to
forecast
and
forecast
often,
and
if
you
try
to
forecast
the
future
you're
gonna
end
up
eating
the
crystal
from
your
crystal
ball.
So
one
thing
that
states
candy
right
now
until
there
is
a
perhaps
further
fiscal
stabilization
from
the
federal
government
is
provide
your
budget
riders
is
forecasts
on
your
state
revenues
as
often
as
you
can
so
that
states
can
have
make
its
informed
decisions
about
what
revenue
is
available
or
maybe
coming
in
we're
just
having
more
data
at
this
point
will
be
helpful,
like.
C
I
got
a
lot
of
questions
about
that,
and
so
right
now,
but
we're
a
10
percent
budget
cut
I'm,
estimating
that
it
would
be
about
two
hundred
and
seventy
eight
thousand
lost
teaching
positions
in
the
country.
So
you
know
and
again
I.
Don't
know
what
that
10%
number
is
realistic
or
if
it's
lower,
if
it's
high,
but
that's
you
know
again,
I've
set
that
spreadsheet
up.
So
when
that
is
available,
I'll
release
it
today
and
then
Dan
can
release
it
to
any
of
you.
That
would
like
to
see
it
thanks.
B
Mikey
and
we'll
make
sure
to
make
that
available
to
you
as
soon
as
we
can
and
one
other
comment
on
that
that
I
mentioned
earlier
earlier,
that
as
a
whole,
is
an
aggregate
for
the
nation.
We,
the
Great,
Recession
state
revenues,
declined
7.2
percent
and
it's
we're
probably
on
track
to
surpass
that
at
the
the
peak
of
the
of
the
pain
here.
So
they
have
this
question
about
how
will
it
be
distributed
if
there
is
a
second
sterile
Stabilization
Fund
for
this?
B
A
second
one
from
for
this
recession
coming
from
the
federal
government,
because
in
2009
and
10,
the
state
fiscal
Stabilization
Fund
was
distributed
based
upon
state's
existing
funding
formula
and
if
there
were
existing
inequities
structurally
in
that
funding
formula,
the
money
was
distributed
based
upon
those
structural
inequities,
so
I
I
think
whatever
happens
in
the
federal
level.
The
the
decision
on
in
the
law
that
how
it's
going
to
be
distributed
out
to
be
advised
by
the
history
of
the
state,
fiscal
Stabilization
Fund
in
era
and
the
impact
that
they
had.
B
So
this
is
more
looking
at
what
what
can
be
done.
Moving
forward
again,
forecasts
and
forecasts
often
ask
your
stay.
Why
did
the?
Why
did
he
quality
increase
during
the
rate,
the
Great
Recession
and-
and
these
are
four
states
where
your
districts
that
do
rely
heavily
on
State
dollars?
What
what
can
be
done
to
to
mitigate
the
impact
on
on
those
districts
that
well
have
the
same
kind
of
capacity
to
raise
revenue
at
the
local
level?
There.
D
B
The
way
this
the
way
the
property
tax
works
you
the
rates,
may
go
up
higher
in
property,
poor
district,
but
the
revenue
from
those
higher
rates
will
not
be
sufficient
to
make
up
for
lost
state
revenue,
whereas
the
property,
your
wealthy
districts,
were
able
to
raise
marginally
rates
and
generate
enough
revenue
to
really
make
up
or
exceed.
In
some
cases
the
drops
in
state
revenue
which
then
I
impact
with
statewide
equity
from
district
to
district.
B
B
He
has
the
opportunity
Atlas
and
that
looks
at
the
opportunity
from
zip
codes,
a
zip
code
neighborhood
to
neighborhood
in
every
state
and
what
is
the
opportunity
for
children
based
upon
background
race,
ethnicity,
income
levels
and
there's
an
opportunity
for
states
to
look
at
these
kinds
of
data
sets,
there's
also
the
Stanford
education
data
set
called
cita
that
has
similar
information
and
the
US
census,
or
the
the
National
Center
for
Education,
Statistics
or
I.
Yes,
so,
yes
is
also
working
on
a
similar
data
set,
that's
being
used
for
identifying
schools
and
districts.
B
They
have
concentrations
of
poverty
really
for
fun
of
funding
purposes
and
for
distribution
of
free
reduced-price
meals
and
an
opportunity
for
states
to
look
at
you.
Thank
these
rich
data
sets
that
are
neighborhood
specific
to
see
if
there's
a
way
to
distribute
resources,
targeted
resources.
Knowing
that
we
have
limited
limited
revenues,
then,
is
there
a
way
to
make
equitable
cuts
or
preserve
what
equity
does
exists
in
our
current
finance
systems?
B
B
The
other
options
that
we
looking
at
are
whether
it's
states
can
or
how,
as
I,
spend,
how
can?
How
can
or
should
they
identify
schools
and
districts,
the
ones
who
are
in
the
needs
most
immediately
and
thinking
about
this
is
doing
it,
because
this
is
such
a
different
novel
crisis
that
we're
facing
there's
four
ability.
B
Districts
who
are
particularly
vulnerable
to
those
would
be
the
districts
with
high
concentrations
of
families
living
with
the
effects
of
poverty,
and
then
there's
districts
with
real
immediate
needs
and
who
are
disproportionately
impacted
by
kovat
19,
and
these
districts
may
not
be
the
same.
Two
may
overlap,
but
I
think
there's
two
different
things
that
we
need
to
be
looking
at
as
States.
B
It's
that
those
that
would
be
for
rule
because
of
existing
levels
of
poverty
in
the
district
and
then
Dean,
just
based
on
where
there's
impact
or
outbreaks
of
Cobre
19,
whether
they
need
dis,
fortunate
or
extra
state
revenue
or
resources
in
those
districts.
So
you
know
these
are
these
are
questions
that
I?
Basically,
if
I
was
to
you
and.
B
See
one
last
thing
and
I,
but
and
I'm
happy
would
love
to
hear
your
thoughts
on
some
of
these
questions
that
I've
posed,
whether
the
realistic
or
what
you
think
or
what
are
the
conversations
you're
having
your
state's
the
the
other
idea.
This
came
from
one
of
the
call
we
had
with
el
es
n
from
California.
Was
there
financially
triaging
not
financially,
but
there
there
triaging
their
policies
right
now
in
their
legislation.
What
what
legislation
is
needed
right
now.
A
B
A
triage
setting,
so
you
know
this
is
another
question
that
posted
you
throughout
all
this.
Should
we
be
triaging
our
districts
and
identifying
districts
based
upon
the
vulnerability,
plus
need
and
doing
that
kind
of
looking
through
those
lenses
to
see
what
what
districts
we
should
really
be
triaging
and
which
ones
kind
of
meet
at
different
fresh
holds
long
along
need.
B
There
is.
We
have
also
a
number
of
resources
that
we'll
get
more
into
after
questions
or
comments,
but
this
one
I
do
want
to
highlight
quickly,
because
if
you
go
here,
you
can
look
at
the
bills
that
have
been
enacted
in
your
states
that
do
address
funding
or
appropriations
rainy
day,
transfers
these
kinds
of
bills
and
see
what
other
states
are
doing.
B
So
we
can
get
everything
added
again
we're
updating
this
and
going
through
the
legislation
now
to
make
sure
it's
up
to
date,
and
we
will
try
to
keep
this
up
to
date
on
a
daily
basis
as
well
as
we
can
may
be.
Moving
forward,
I'm
gonna
pause
there
then
and
see.
If
we
have
any
comments
or
or
questions,
we.
A
We
know
that
you're
gonna
be
working
with
school
districts
that
will
be
making
tough
decisions,
and
so
it's
important
to
have
the
information
and
research
at
your
fingertips
to
ensure
that
you
can
make
well-informed
decisions
when
you
have
to
make
those
difficult
choices.
So
we
will
do
whatever
we
can
to
help
you
and
to
get
some
research
and
information
out
there
to
remind
you
about
what
we
know
about
what
is
most
impactful
for
students
and
how
and
how
cuts
can
potentially
impact
students.
A
So,
let's
first
take
a
question
from
the
chat
box
as
a
reminder,
please
go
ahead
and
type
your
questions
over
there
for
now
and
then
well.
If
we
have
some
time
we'll
open
it
up
for
a
little
bit
of
discussion,
the
first
question
comes
from
Jeffrey.
Has
there
been
success
in
you
in
concepts
like
opportunity,
weights
or
mitigate
funding
in
to
mitigate
funding,
inequities
based
on
free
and
reduced
price
lunches
to
better
target
funding,
see
Dan
and
Mike
yeah.
B
I'll
make
one
comment
and
then
I'd
love
to
hear
what
Mike
has
to
say
about
this
as
well,
but
the
the
opportunity
waits
that
reference
news,
particularly
the
Raj,
shed.
It
shed
heed
a
data
set,
and
we
also
have
a
question
about
these.
Data
sets
and
I
will
add
them
with
links
to
them
in
this
PowerPoint
before
we
send
it
back
out
so
that
you
can
have
links
to
those
and
use
them
or
let
your
staff
use
them
either
way.
But
the
more
granular
data
hasn't
been
used
in
in
state
funding.
B
And
so
a
lot
of
this
is
to
replace
the
reliance
on
free
and
reduced
high
priced
lunch
eligibility
knowing
that
it's
becoming
less
and
less
of
a
reliable
indicator
of
poverty
as
our
a
proxy
of
poverty
from
district
to
district,
and
this
is
largely
because
of
the
introduction
of
the
community
eligibility
provision
which
really
revamped
the
school
lunch
program
and
what
it
does
in
a
nutshell
enacted
in
2015.
It
allows
some
schools
with
with
I'm,
not
gonna,
get
too
technical,
but
but
based
upon
a
direct
certification
of
need
certain
population.
B
These
students,
who
have
some
direct
certification
of
need
to
allow
the
whole
school
where
these
students
are
free
lunch.
So
if
there's
a
threshold
met
that
the
school
has,
for
example,
sixty
percent
of
its
students
who
are
on
TANF
or
receive
SNAP
benefits,
then
the
entire
school
population
will
get
the
free,
the
free
meals.
And
what
this
means
is
that
the
more
often
that
districts
or
states,
scooty
schools
are
opting
into
this
federal
program.
B
The
less
and
less
number
of
students
are
identified
as
free
or
diced
reduced
price
lunch,
which
then
impacts
the
the
reliability
of
that
metric
and
funding
formulas
for
distributing
compensatory
age
or
atmos
gage.
So
I
don't
know
if
I'm
answering
exactly
what
you
were
getting
out
too,
but
there's
also
the
notion
of
whether
these
funds
have
impacted
student
learning
and
adult
outcomes
and
whatnot
down
the
road
and
there's
some
interesting
research
about
that.
B
C
I
think
you
hit
on
a
Dan
it's.
This
is
the
trend
we've
been
seeing.
States
are
moving
away
from
free
and
reduced
price
lunch
they're
kind
of
moving
one
way
or
the
other
states
are
looking
at
using
census
data
now
and
kind
of
getting
rid
of
the
individual
data
collection,
because
you
can't
use
free
and
reduced
price
lunch.
Other
states
are
looking
at
using
other
markers
outside
of
free
and
reduced
price
lunch.
C
One
of
the
issues
you
sort
of
have
with
the
other
markers
is
they
do
a
really
good
job
of
capturing
who
are
your
very
low
income?
Kids,
but
they
don't
do
a
great
job
on
capturing
who
are
the
working,
poor,
kids
and
that's
the
you
know,
kids
from
I
should
say
working
poor
families,
and
so
that's
what
the
reduced
price
lunch
number
did.
C
A
B
And
there's
there's
three
different
ones
and
I.
Add
those
to
the
this
presentation.
But
in
short,
there's
the
opportunity
atlas
and
if
you,
google,
that
and
Raj
Chetty
Charles
Teddy
is
at
Harvard,
that's
one
and
then
this
Stanford
Education
data
I
forget
about
the
a
stands
for,
but
it's
a
CEA
and
that
is
I
want
to
say.
Kenneth
Shores
is
leading
up
that
project
and,
and
then
the
the
u.s.
part
of
education
always
is
already
is
also
working
on
a
granular
analysis.
B
So
there's
a
lot
of
research
out
from
Cabo
Jackson,
a
Rutger
Johnson
others
that
of
looking
at
the
you
know
the
long-term
impact
of
investments
in
k-12
education
and
trying
to
link
those
to
adult
outcomes
rather
than
just
looking
at
whether
whether
scores
on
nape
increase
or
went
on.
So
it's
getting
a
little
much
more
granular
and
the
datasets
are
becoming
much
finer
and
much
more
in-depth
as
there's
really
the
longitudinal
nature
of
them
is
giving
researchers
a
lot
more
data
to
statistically
refine
their
analyses.
B
A
We
have
a
question
from
DDP
or
do
we
know
yet
if
the
Kara's
act,
funds
for
education
can
be
used
to
offset
state
revenue
loss
or
are
they
only
for
reimbursing
actual
costs?
I'm
gonna
ask
Dan
to
comment,
but
Austin
feel
free
to
jump
in
here
to
Austin
Rita's
on
the
line,
and
he
is
our
federal.
It
occasion.
D
That's
a
that's,
actually,
a
good
question:
it's
a
timely
one!
There
are
two
funding
streams
and
cares
that
relate
to
education,
there's
the
k-12
fun
and
there's
the
governor's
fun.
Let's
start
with
the
k-12
fine
we're
expecting
guidance
from
the
department,
hopefully
within
the
next
week,
on
how
exactly
those
can
be
used.
But
based
on
how
the
cares
attic
reads,
it
suggests
that
those
funds
are
really
meant
to
be
response.
Activities
to
emergency
needs
that
have
come
up.
Dudek
open
team,
not
really
to
backfill
any
general
revenue
that
a
school
might
be
losing.
D
However,
with
the
governor's
fund,
the
department
just
released
guidance
this
afternoon
and
the
guidance
basically
said
that
these
funds,
the
department,
wasn't
going
to
micromanage
the
use
of
these
funds
and
that
the
what
the
law
said
in
terms
of
uses
funds
would
stand,
and
so
a
governor
is
able
to
use
those
funds
to
provide
emergency
grants
to
k-12
schools
higher
end
institutions.
Any
education
related
entity
in
the
state
to
support
I'm
gonna
put
a
language
up
here.
It's
to
support
the
ongoing
functionality
of
those
institutions.
D
I
think
that's
the
exact
language
that
the
guidance
and
the
statute
uses,
which
suggested
that
could
be
used
to
offset
state
revenue
losses
and
the
department
hasn't
provided
I
mean
their
guidance
was
pretty
broad,
and
so
you
know
from
my
read
of
that
and
yeah.
You
could
use
the
governor
spawn
to
offset
costs,
whereas
that
k12
funds
are
probably
gonna,
be
a
little
more
towards
reimbursing
constant
of
already
occurred
or
are
occurring
because
of
the
emergency.
D
Although
there's
some
language
in
there
in
the
k-12
that
says
that
the
funds
could
be
used
for
other
activities
that
are
necessary
to
maintain
the
operation
of
and
continuity
of,
services
in
schools
that
could
be
interpreted
maybe
broadly,
and
perhaps
that
could
be
a
clause
that
would
allow
these
funds
to
you
know,
provide
general
relief
to
schools.
But
you
know
my
read
is
that
the
k-12
funds
are
a
little
more
restrictive
and
then
the
overall
150
billion
dollars
of
states
is
really
restrictive.
It's
not
to
be
used
for
its.
A
Thank
You,
Austin
and
I
presume
that
that
answers
Natalie
heeds
question
as
well,
but
if
not
be
sure
to
to
indicate
so
in
the
chat
box.
The
next
question
comes
from
Sonny
Liu.
Did
any
states
reconfigure
or
diversify
their
revenue
source
offered
after
the
Great
Recession,
particularly
those
with
a
high
state
share
of
funding
for
schools
to
stabilize
funding
streams
for
schools.
B
B
But
you
know
that's
something
it's
that
you
know
can
equate
to
millions
of
dollars
in
some
states
like
a
state
like
like
New
York,
but
the
the
other
option
is
really
diversifying
your
existing
revenues
and
I
did
one
analysis
before
this.
Looking
at
states
that
had
income
tax,
the
that
didn't
have
an
income
tax
or
states
that
they
have
a
sales
tax
and
and
how
long
it
took
for
the
the
revenues
to
recover
after
the
Great
Recession,
and
it
was
clear
that
states
they
had
a
broader
mix
of
taxes,
fared
better.
B
We.
We
have
a
20th
century
tax
system
based
out
of
the
well
it
they
really
came
to
being
after
World
War
two
and
you
haven't
been
major
revisions
to
it
since
then,
and
so
you
know,
we
have
a
primarily
a
tax
structure
of
the
taxes
output,
not
not
the
services
that
is
reflective
of
our
service,
related
economy,
so
Mike
I
know
has
some
things
to
say
about
that.
C
C
C
We,
you
know,
and
we
know
it-
and
this
is
one
of
those
things
we
we
know
over-
reliance
on
things
like
sales
and
income
tax.
It
makes
you
more
vulnerable
to
up,
turns
and
downturns
in
the
economy,
but
there's
really
not
that
much.
We
can
do
about
it.
The
still
control
between
the
two
about
ninety
percent
of
state
revenue
from
taxes
nationally
comes
from
those
two.
You
know
I
just
looked
that
number
up
this
morning,
because
I
had
to
put
it
in
a
report,
but
it
is.
C
You
know
one
of
these
things
that
Dan's
right,
it's
an
older
tax
system,
but
it's
one
that
we
have
and
we
just
sort
of
have
to
deal
with
what
we
have
there.
The
states
that
do
have
and
there's
not
many
of
them
a
reliance
on
statewide
property
taxes
can
insulate
themselves
a
little
better.
But
when
you
look
at
states
like
Vermont
in
Michigan
into
a
to
a
lesser
extent,
Washington
and
a
couple
other
states
that
do
have
a
statewide
property
tax
that
they
use,
at
least
in
part
for
education.
A
Just
type
two
questions
in
chat
box
and
while
we're
wrapping
up
here,
I
would
love
for
everyone
who's
on
the
call
to
take
a
moment
and
put
this
information,
we
have
a
record
of
the
chat,
so
this
is
really
helpful
for
us.
Our
fiscal
affairs
books
are
collecting
this,
but
it's
for
us
to
see
this
too,
and
for
you
to
see
it,
and
my
question
was:
what
do
you
anticipate
to
be?
The
loss
in
revenue
for
your
stage
is
that
10%
is
a
15%.
A
Is
that
20%,
if
you
could
just
take
a
moment
to
type
in
the
chat
box,
what
you're
hearing
or
what?
What
at
least
the
forecast
is
for
right
now,
that's
somewhat
helpful
for
us
so
that
we
can
get
a
sense
of
what
everyone's
thinking
and
hearing
out
there.
So
I
wanted
to
read
my
damn.
Could
you
advance
the
slide
for
me
sure.
A
One
more
I
wanted
to
remind
everyone
about
the
resources
that
we
have
at
NCS,
oh
and
the
meetings
that
we
have
coming
up.
First
of
all,
we
have
a
covered
19
page
that
has
information
on
any
policy
area
you
can
think
of.
That
might
be
impacted
by
covered,
including
the
legislative
sessions
themselves,
and
we
also
have
a
lot
of
information
that
we've
been
gathering
on
the
education
friends.
A
Who've
been
writing
chats
we've
been
trying
to
dissect,
what's
going
on
at
the
federal
level
and
just
get
information
from
you
to
you
as
quickly
as
we
can.
So
we
encourage
you
to
check
out
the
covered
19
page
on
the
NCSL
website
and
link
to
the
education
click
on
the
education
tayo
to
get
all
those
resources.
We
have
just
added
a
page
that
has
a
link
to
all
of
these
virtual
meetings.
It
has
the
dates
we
may
have
to
reschedule
some
of
these
and
move
these
around
a
little
bit.
A
So
we'll
always
make
sure
this
is
up-to-date.
We
send
the
information
out
a
week
at
a
time
so
that
we
can
make
sure
that
those
links
to
the
virtual
meetings
stay
as
safe
and
secure
as
they
can
and
are
only
shared
with
people
who
are
supposed
to
be
on
the
meetings
and
we
send
them
to
you
via
email.
We
don't
post
them
online
for
that
very
purpose.
We
will,
however,
post
the
archived
recording
of
this
meeting
as
well
as
links
to
the
PowerPoint
and
any
additional
information
that
we
may
want
to
share
with
you.
A
Information,
that's
on
the
screen
right
now.
You
can
see
a
hyperlink
to
that
very
person
meeting.
You
can
click
on
there
when
you
get
the
PowerPoint
or
you
can
go
to
our
website
and
find
all
of
that
information.
Coming
up
later
this
week
we
have
on
Friday
a
discussion
about
schools
are
closed
now.
What?
What
does
this
mean
for
education
in
p12
and
in
higher
ed
we're
gonna,
look
at
what
is
sort
of
the
state
of
things
right
now.
A
What
will
legislators
have
to
be
thinking
about
pretty
quickly
within
the
next
six
months
or
so,
and
then
what
are
legislators
and
education
officials
gonna
have
to
be
thinking
about
long
term,
and
so
we
will
have
that
discussion
on
Friday.
All
of
these
are
always
at
3:00
p.m.
Eastern
Time
next
week,
we'll
start
to
dive
into
some
issues
around
equity
or
efforts
to
ensure
that
all
students
have
access
to
education.
We
know
that
that
this
efforts
in
school
districts
is
being
dramatically
impacted
right
now
with
the
implementation
of
distance
learning.
A
How
do
me
ensure
that
all
students
have
access
to
both
internet
and
the
devices
that
they
need
and
should
we
be
concerned
about
data
privacy?
At
this
point?
Those
are
the
topics
we'll
be
discussing
next
week
and
then
we
will
continue
with
our
series.
We
already
have
identified
additional
discussions.
We
know
we're
gonna
have
so
as
I
said
this
agenda,
yeah,
here's
a
meetings
we'll
be
shifting
these
a
little
bit
and
we'll
be
adding
to
them
as
well.
A
Please
let
us
know
we'd
love
to
hear
about
it
and
as
you're
going
about
your
work
right
now,
please
let
us
know
if
you
need
us
to
do
any
research
for
you
or
if
you
need
information
on
what
other
states
are
doing
and
if
you
want
to
be
connected
to
other
legislators
and
staff
in
other
states,
we're
happy
to
connect
you
one
on
one
or
even
in
a
small
group,
to
get
the
folks
who
are
dealing
with
similar
things
together.
That
would
be
really
helpful.