District Implementation of English Learner Funding Policy: Evidence from Michigan

• In Event: Money Talks: Implementing and Interpreting Values Through Education Finance Policy

Abstract

This study investigates how Michigan school district leaders experience and implement the state’s tiered funding policy for multilingual learners classified as English learners (ML-ELs). Drawing on interviews with 17 district officials across 10 diverse districts, the research explores whether current funding mechanisms align with ML-EL needs and how local contexts shape implementation. Grounded in critical resource theory and education policy implementation theory, findings reveal widespread perceptions of underfunding, particularly in low-incidence districts lacking capacity, guidance, and oversight. In contrast, high-incidence districts demonstrate stronger infrastructure but remain concerned about funding volatility. The study identifies design limitations in tiered funding policies and calls for greater state-level support, stability, and clearer guidance to promote equity in ML-EL education.

Authors

• Caroline Bartlett, University of Tennessee

• David Klayton, Michigan State University

• Ajay Srikanth, American Institutes for Research