%0 Journal Article
%T COVID-19 Pandemic and School Improvement: Early Implementation of ESSER Funding
%A Carlas McCauley
%J Open Journal of Social Sciences
%P 144-154
%@ 2327-5960
%D 2025
%I Scientific Research Publishing
%R 10.4236/jss.2025.132010
%X <b>Purpose</b><b>: </b>We continue to learn more about the response to the pandemic across sectors. As schools were one of the areas significantly impacted, this article seeks to understand the early responses to the pandemic from State Education Agencies (SEAs). <b>Design/</b><b>Methodology</b><b>/</b><b>Approach</b><b>: </b>This qualitative study explores State Education Agency&#8217;s actions surrounding receipt of the Elementary and Secondary School Emergency Relief Fund (ESSER) designed to mitigate the impact of to the COVID-19 pandemic on schools. The survey data was collected from 26 state education agencies. The themes were elucidated via open, axial and selective coding. <b>Findings</b><b>: </b>The analysis identified various efforts underway across state education agencies. However, the findings paint a picture of challenges that existed across state education agencies during the COVID-19 pandemic as they were attempting to assist and support the implementation of school improvement while navigating the new Elementary and Secondary School Emergency Relief (ESSER) funding. As the COVID-19 pandemic exacerbates long-standing disparities, this article highlights actions by state education agencies during the early implementation of ESSER. <b>Research limitations/</b><b>Implications</b><b>: </b>The findings of this paper may be used as guidance tool for policy makers and educational planners regarding the ongoing recovery efforts from the COVID-19 pandemic. The findings have direct implications for current practitioners, parents, community, and legislators.
%K Education Policy
%K Federal Policy
%K School Funding
%K K-12 Policy
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=140663