District Leaders’ Theories of Change: ARP-ESSER (American Rescue Plan–Elementary and Secondary School Emergency Relief Fund) Planning and Implementation

• In Event: (Re)Conceptualization Change at Scale: New Visions for and Models of Educational Change

Abstract

In one New England state, the process for receiving ARP-ESSER funds included school districts submitting applications to address academic and socio-emotional recovery from the COVID-19 pandemic. This study uses these ARP-ESSER applications to better understand how leaders leveraged funding streams and the application process to enact change initiatives in their districts. Through a statewide plan analysis and interviews with district and school leaders from 6 diverse districts, our study offers rich information regarding understandings of leaders’ theories of action for change and everyday successes and challenges with implementation.

Authors

• Alexandra J. Lamb, University of Connecticut

• Jennie Weiner, University of Connecticut

• Joy Kaufman, Yale University

• Jacob Sale Werblow, Central Connecticut State University