Grace Lee
Pronouns: she/her
Research Mentor(s): Devin Judge-Lord
Research Mentor School/College/Department: / Public Policy
Program:
Authors: Grace Lee, Devin Judge-Lord
Session: Session 5: 2:40 pm – 3:30 pm
Poster: 18
Abstract
This research abstract explores the policymaking process implementing the Coronavirus Aid, Relief, and Economic Security (CARES) Act, enacted in response to the pandemic in 2020. The CARES Act was enacted on March 27th, 2020 to address the impacts on businesses, dislocated workers, and schools of the pandemic shutdown. The CARES Act included approximately $13.23 billion for an Elementary and Secondary School Emergency Relief (ESSER) Fund to be allocated to state and local government education agenciesThis research analyzes the lobbying coalitions and responses to the Department of Education’s rules about allocating the ESSER Fund. Notably, coalitions such as the National Association of Specialized Instructional Support Personnel and the School Superintendents Association “strongly opposed” the rule change, citing concerns over its legality and adverse effects on public school funding. Consequently, one of the main coalitions includes legislators from the House and Senate in opposition to the rule change. Despite the strong opposition from public school advocates and many Members of Congress, the Department of Education under Secretary DeVos made little changes to the rule. Thus, the research highlights the legal and socioeconomic implications of agency rule-making and the need to further research how to safeguard the interests of marginalized communities in the realm of education policy.
