Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Matthew Kruger-Ross, PhD

Committee Member

Jacqueline VanSchooneveld, PhD

Committee Member

Jason Wozniak, PhD

Abstract

This interpretive qualitative study aimed to understand K-12 administrators' experiences with the Elementary and Secondary Schools Emergency Relief Fund (ESSER) during its funding period and fiscal cliff. The study was guided by one research question: What were the perceptions and experiences of K-12 administrators during the ESSER funding window and its subsequent fiscal cliff? The study employed surveys and semi-structured interviews for data collection. Eight building administrators completed the survey, and nine district administrators were surveyed. The results of the building administrators were inconclusive in finding clear themes. The data collected from district administrators representing seven districts uncovered the following themes related to their experiences in the ESSER era: expenditures, stakeholder perspectives, transparency through communication, collaboration, survival, accomplishments, and overall experience, and retrospect revisions. Ultimately, all district administrators stated the ESSER fiscal cliff was not a concern for their district.

Keywords: ESSER, fiscal cliff, school finance, K-12 administrators

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