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Levin, J., Manship, K., Hurlburt, S., Atchison, D., Yamaguchi, R., Hall, A., & Stullich, S. (2019). Districts’ Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study (pp. 1-74). U.S. Department of Education.
https://www.ed.gov/sites/ed/files/rschstat/eval/title-i/weighted-funding/report.pdf

has been cited by the following article:

• TITLE: A Critical Policy Approach to the Federal Policy on Resource Allocation Reviews

  AUTHORS: Carlas McCauley

  KEYWORDS: Policy, Resource Allocation, Student

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.4, April 2, 2025

  ABSTRACT: Purpose: The purpose of this paper is to examine the intersection of state, local, and federal policy meant to engage school districts around allocating resources for the purpose of supporting high need schools. In this paper, I examined the discord between policy and practice around the enactment of federal legislation centered around resource allocation through a critical policy lens aimed at assessing whether state and local guidance can promote implementation of the federal guidance. Design/Methodology/Approach: For the purpose of this study, I reviewed publicly available data across 25 state education agencies and 10 school districts. These districts were randomly selected but a focus was made on reviewing resources for large school districts. In my review of documents, I reviewed federal, state and local guidance on resource allocation pertaining to the Every Student Succeeds Act (ESSA). Findings: The analysis identified examples of state and local efforts to guide the implementation of the new legislation. However, the findings also highlight the challenge that exists in implementing federal policy and the impact of those challenges across marginalized communities of poverty. Research Limitations/Implications: The findings of this paper may be used as a guidance tool for policy makers and educational leaders as the state and local levels as they continue to seek ways to support marginalized students. The findings have direct implications for current practitioners, parents, community, and state/local school boards.