1

Fact Sheet: Sustaining Investments in Teachers Beyond the American 

Rescue Plan

Great teachers are one of the most important resources we can give young people to help them succeed 

in school and pursue their dreams. Unfortunately, the COVID-19 pandemic exacerbated longstanding 

shortages of teachers in our schools, with particularly acute shortages in special education; bilingual

education; science, technology, engineering, and math (STEM); and career and technical education

(CTE). In addition, overall staffing levels in schools are down across the nation, often forcing remaining 

teachers to “do double duty” to address student wellbeing and overcome the impact of lost 

instructional time. Furthermore, history has shown that teacher shortages disproportionately impact 

students of color, students from low-income backgrounds, students with disabilities, and often students 

in rural communities.i

Teacher shortages are driven by several key factors. One of the primary factors is that in many places

teachers have fewer opportunities to earn a competitive and livable wage. Too often teachers earn less 

than other professionals with similar qualifications. For example, on average, teachers make 20 percent 

less than other college-educated workers and make even less than that average in 25 states.

ii In 38 

states, the average teacher salary is so low that mid-career teachers who are the head of household for 

a family of four qualify for two or more government benefits based on income. In addition, teachers 

identify other barriers to remaining in the profession.iii These include lack of preparation, development, 

and support; few opportunities for career growth and leadership; and not feeling valued. These issues 

create recruitment and retention challenges and must be addressed to ensure an equitable recovery for 

students across the country.

iv

The Biden-Harris Administration is committed to ensuring all students have the teachers and school staff 

they need to succeed. When President Biden took office, our nation’s schools had 620,000 fewer critical

teacher and school staff members than before the pandemic. With the help of the American Rescue Plan

(ARP), schools have made tremendous progress in increasing teacher and staffing levels, cutting this gap 

by nearly in half. However, critical shortages remain, including of teachers—falling hardest on our most 

underserved communities. But federal investments alone are insufficient—states and districts must do 

their part and increase investments in our teachers.

The Administration is committed to a comprehensive policy agenda to build a racially, culturally, and 

linguistically diverse and well-prepared educator workforce to support the success of every student. This 

includes leveraging both the significant ARP Elementary and Secondary School Emergency Relief (ARP 

ESSER) funds to support the needs of students in the short-term and also other state, local, and federal 

funds to sustain these investments over time as we continue to respond to and recover from the COVID19 pandemic and address pre-existing shortages. Well-prepared, supported, and qualified educators are 

needed in all schools to support the social, emotional, mental health, and academic needs of students.

Uses of ARP ESSER funds may include:

• providing teachers with a competitive and livable wage;

• supporting licensure reciprocity, including the covering of fees, as appropriate and aligning 

teacher licensure requirements with the knowledge and skills teachers need to be successful;

• establishing or expanding loan forgiveness and service scholarship programs;
2

• increasing the number of partnerships between educator preparation programs, states, and 

districts that support teaching residencies, Grow Your Own, and registered apprenticeship 

programs;

• providing early career teachers with high-quality mentoring programs; providing evidence-based 

approaches to professional learning, including significantly more time for teachers to participate 

in professional learning communities; and

• creating opportunities for teacher advancement and leadership, including serving as 

instructional coaches and mentors and earning additional, in-demand, and advanced 

certifications.

Using ARP ESSER Funds to Support Teachers

As noted above, emergency relief funds are available for use by states, districts, and schools. At least 60 

percent of school districts planned to spend some portion of ARP ESSER funds on teachers, counselors,

or interventionists,

v and districts have budgeted more than $26 billion in ARP ESSER funds to address 

shortages and support teachers.vi

To support states and districts in the effective use of emergency relief funds, the U.S. Department of 

Education (Department) has released the following resources and recommended strategies for 

supporting a stronger and more diverse workforce.

• In April 2021, the Department released the ED COVID-19 Handbook, Volume 2: Roadmap to 

Reopening Safely and Meeting All Students’ Needs, including an extensive section on 

“Supporting Educator and Staff Stability and Well-Being.”

• In October 2021, the Department hosted a webinar on using ARP funds and other federal 

flexibilities and resources to address state and local teacher shortages. This series highlighted 

clarifications provided by the Internal Revenue Service to support retired educators in returning 

to the profession and retirement-eligible employees to remain on the job while receiving 

pension distributions if allowed by their pension plan.

• On December 16, 2021, the Secretary released a Dear Colleague Letter encouraging states and 

districts to use ARP funds to address labor shortages, highlighting evidence-based strategies.

• In January 2022, the Department released Using American Rescue Plan Funds and Other Federal 

Supports to Address Staff Shortages, summarizing the effective strategies that can be supported 

by ARP Act funds and U.S. Department of Treasury flexibilities.

• In March 2022, the Department released a FACT SHEET: The U.S. Department of Education 

Announces Partnerships Across States, School Districts, and Colleges of Education to Meet 

Secretary Cardona’s Call to Action to Address the Teacher Shortage, laying out strategies for

responding to state and local teacher shortage challenges and options for using federal COVID19 relief funds to scale up educator preparation programs at institutions of higher education 

(IHEs).

• In April 2022, the Department held a live-streamed Roundtable: Strengthening Partnerships 

Between States, School Districts, and Higher Education to Increase the Number of Teacher 

Candidates Prepared to Enter the Classroom and Provide Immediate Support to Schools to share 

information about existing partnerships and federal resources that can support these kinds of 

partnerships to address teacher shortages.
3

In addition to these resources, Secretary Cardona announced a Call to Action in March urging all states, 

districts, and IHEs to commit to using ARP funds to help address the teacher shortage, including through 

the strategies outlined below, which can be sustained with existing and additional federal resources.

Additional Federal Resources Available to Sustain ARP Investments in Teachers 

Federal investments are available to support states, districts, and schools as they work to address 

immediate teacher shortages exacerbated by the pandemic and rebuild the profession for the longterm. Under the Elementary and Secondary Education Act Supporting Effective Instruction State 

Grants (Elementary and Secondary Education Act (ESEA) Title II, Part A), $2.17 billion was awarded by 

formula in fiscal year (FY) 2022 to states and school districts. These annual funds may be used to address 

inequities in access to effective teachers for underserved students, provide professional development, 

reduce class sizes, improve teacher recruitment and preparation, increase the diversity of the teacher 

workforce, and a wide range of other uses. Allowable activities also include establishing, improving, or 

supporting school-based residency programs for teachers and for educators to receive additional 

certifications in high-need areas.

In addition to ESEA Title II, Part A funds, the following federal programs may be used to sustain ARP 

investments in key strategies that attract, prepare, support, and retain a diverse teacher workforce and 

address teacher shortages for the long-term.

vii

1. Providing Teachers with a Livable and Competitive Wage 

States and districts can leverage ARP ESSER funds to pay retention bonuses and provide pay increases 

reflecting challenging work conditions due to COVID-19 as states and districts work on longer term 

strategies. States and districts are encouraged to use their own funds to provide teachers with a livable 

and competitive wage and sustain supplemental temporary relief provided by ARP ESSER funds. 

Additional federal resources to support these efforts in the long-term include:

Improving Basic Programs Operated by Local Educational Agencies (ESEA Title I, Part A) formula funds 

help provide students the opportunity to receive a fair, equitable, and high-quality education, and to 

close longstanding achievement and opportunity gaps by providing funds to provide supplemental 

supports for students with low rates of achievement. Teacher turnover rates are nearly 50 percent 

higher for teachers in Title I schools, which serve more students from low-income backgrounds.viii

Teacher turnover rates are also higher in Title I schools serving higher percentages of students of color.ix

Title I funding can help Title I schools with high rates of poverty and high turnover rates make critically 

needed new investments, including hiring additional educators, and providing additional financial 

support to attract and retain qualified and effective educators and staff and supporting their 

professional growth. ESEA also requires states and districts to describe how they will ensure students of 

color and students from low-income backgrounds are not taught at disproportionate rates by 

ineffective, out-of-field, or inexperienced educators compared to their peers. These strategies could 

include using Title I funds to offer financial incentives or rewards to entice qualified and effective 

educators to work in Title I schools. FY 2022 Funding: $17.5 billion. The President’s FY 2023 Budget 

proposes an additional $19 billion for this program.

Grants to States for Education of Children with Disabilities (Individuals with Disabilities Education Act 

(IDEA), Part B Grants to States for Education of Children with Disabilities (Individuals with Disabilities 
4

Education Act (IDEA), Part B section 611) formula funds may be used to support salaries of special 

education teachers and costs associated with related services providers such as speech therapists and 

psychologists.

x

States may also use a portion of these funds that they reserve for state-level activities, 

other than administration, for a range of authorized activities including technical assistance, educator 

preparation, and professional development and training. FY 2022 Funding: $13.3 billion. The President’s 

FY 2023 Budget proposes an additional 2.6 billion increase.

2. Investing in a Talented and Diverse Teacher Pipeline 

As states and districts work to stabilize their current teacher workforce, they should also invest in highquality, comprehensive pathways into the profession that provide teachers with the knowledge and skills 

they need to be successful in the classroom and remain in the profession. Additional federal resources to 

support these efforts in the long-term include:

Teacher Quality Partnership Grants (Higher Education Act (HEA) Title II, Part A) support a variety of 

effective pathways into teaching and supports our Nation’s educator workforce in improving student 

opportunities and outcomes. The grant program seeks to improve the effectiveness of teachers working 

in high-need schools by providing grants to partnerships of IHEs and high-need school districts to

improve teacher preparation programs and enhance professional development activities for teachers; 

recruit and graduate diverse and highly qualified educators; attract and prepare talented professionals 

from outside the teaching profession to become educators; and hold teacher preparation programs 

accountable for preparing effective teachers. Grants can be used to implement initiatives that increase 

compensation for qualified early childhood educators who attain 2-year and 4-year degrees, to support 

teacher residency programs (including providing a living stipend or salary) and Grow Your Own 

programs, or to develop other preparation programs with high-quality and sustained preservice clinical 

education that includes high-quality mentoring or coaching. FY 2022 Funding: $59 million. The 

President’s FY 2023 Budget proposes an additional $73 million for this program.

Augustus F. Hawkins Centers of Excellence Grants (HEA Title II) support a diverse and well-prepared 

pool of effective educators by expanding and strengthening teacher education programs at Historically 

Black Colleges or Universities (HBCUs), Hispanic-serving Institutions (HSIs), Tribally Controlled Colleges 

or Universities (TCCUs), and other Minority-Serving Institutions (MSIs). Grants can be used to develop 

and implement initiatives to promote retention of teachers and principals of color, including mentoring 

and induction programs; to award scholarships to help students pay the costs of tuition, room, board, 

and other expenses of completing a teacher preparation program; to provide extensive, sustained, and 

high-quality preservice clinical experiences; and to support programs that prepare teachers to meet 

applicable state certification and licensure requirements, which may include qualifications related to 

meeting the needs of students with disabilities. FY 2022 Funding: $8 million. The President’s FY 2023 

Budget proposes an additional $12 million for this program.

Indian Education Professional Development Grants (ESEA Title VI, Part A, Subpart 2) provides funds to 

IHEs and other eligible entities to effectively prepare Native individuals to be teachers and school 

administrators to work in schools with concentrations of Indian children and youth. Grants support preservice teacher and administrator preparation programs at IHEs and provide comprehensive services, 

including support for tuition, living expenses, and induction services. FY 2022 Funding: $12.5 million.

State Personnel Development Grants Program (IDEA Part D, Subpart 1) provides discretionary grants to 

help states increase the number of fully certified personnel to serve children with disabilities. At least 90
5

percent of the grant funds must be used for the professional development of special education 

personnel to ensure they have the knowledge, skills, and abilities to provide evidence-based instruction 

and services to children with disabilities. These grants can support partnerships between districts and 

IHEs who produce educators at various levels (masters, Ed.D., Ph.D., etc.) and to directly support costs 

associated with credentialing teachers. Ninety percent of funds must be spent on professional 

development. FY 2022 Funding: $39 million. The President’s FY 2023 Budget proposes an additional 

$155 million for this program.

Career and Technical Education State Grants (Perkins V)xi formula funds assist states in expanding and 

improving CTE in high schools, technical schools, and community colleges. States and local recipients 

may invest Perkins funds in supporting and recruiting CTE educators to serve in Perkins programs and by 

including educator development as a CTE pathway for students in Perkins-funded CTE programs. States 

may use up to 10 percent of their allocations to carry out state leadership activities, which must include 

using funds for recruiting, preparing, or retaining CTE teachers and faculty. Further, Perkins V allows for 

eligible recipients to use grant funds for creating or expanding recruitment, retention, or professional 

development activities for CTE teachers, faculty, school leaders, administrators, specialized instructional 

support personnel, career guidance and academic counselors, and paraprofessionals. State and local 

Perkins funds may also be used to make investments in the general educator pipeline by supporting the 

preparation and development of students interested in entering the education profession, including 

through dual enrollment and early college programs. By investing in educator development, including 

becoming a CTE teacher, as a CTE pathway, states can support Grow Your Own programs, including 

those that begin in Perkins programs in middle and high school. Examples of Grow Your Own programs 

include those in Washington and Connecticut and the national Educators Rising program. FY 2022 

Funding: $1.4 billion.

Rural Education Achievement Program (REAP) (ESEA Title V, Part B) funds may be used for 

supplemental activities that are allowable under Part A of Title I, Part A of Title II, Title III, Part A of Title 

IV, and Part B of Title IV of the ESEA. This includes implementing initiatives to assist in recruiting, hiring, 

and retaining effective teachers; providing high quality professional development to train teachers, 

principals, and other school leaders; and offering counseling and other mental health services. FY 2022 

Funding: $195 million.

3. Supporting Teachers in Earning Initial or Additional Certification in High-demand 

Areas 

Shortages are higher in critical areas such as special education, bilingual education, STEM, CTE, and early 

childhood education. In addition to creating pipeline programs into these areas, federal funds can be 

used to provide current teachers with opportunities to earn additional certifications in high-demand 

areas. Additional federal resources, as well as ESEA Title II, Part A funding, to support these efforts in the 

long-term include:

Personnel Preparation Program (IDEA Part D, Subpart 2, Section 662) funds help meet state-identified 

needs for adequate numbers of fully certified personnel to serve children with disabilities by supporting 

competitive awards to: provide research-based training and professional development to prepare 

special education, related services, early intervention, and regular education personnel to work with 

children with disabilities; ensure that those personnel are fully qualified and possess the skills and 

knowledge that are needed to serve children with disabilities; and ensure that regular education 
6

teachers have the necessary knowledge and skills to provide instruction to students with disabilities in 

regular education classrooms. FY 2022 Funding: $95 million. The President’s FY 2023 Budget proposes 

an additional $155 million for this program.

English Language Acquisition Grants (ESEA Title III-A) provide formula grants to states primarily based 

on the state’s share of English learners. Funds can be used to support professional development for 

teachers of English learners and provide other strategies and programs that support these educators 

and meet their needs. These funds may be used to provide supplemental staff to support English 

learners, as long as states and local educational agencies (LEAs) have already met their civil rights 

obligations. States and LEAs may not use Title III funds to meet obligations to English learners under 

other requirements.

xii FY 2022 Funding: $764 million. The President’s FY 2023 budget proposes an 

additional $311 million for this program.

Supporting Effective Educator Development Grant Program (SEED) (ESEA Title II, Part B, Subpart 4, 

Section 2242) funds are intended to be used to increase the number of highly effective educators by 

supporting the implementation of evidence-based practices that prepare, develop, or enhance the skills 

of educators. These grants will allow eligible applicants to develop, expand, and evaluate practices that 

can serve as models to be sustained and disseminated. The SEED program also encourages the use of 

rigorous evidence in selecting and implementing interventions to support educators’ development 

across the continuum of their careers, including providing teachers, principals, and other school leaders 

with evidence-based professional enhancement activities, such as activities that lead to an advanced 

credential, including National Board Certification. FY 2022 Funding: $85 million.

Alaska Native Education Program (ESEA Title VI, Part C) makes competitive grant awards to support the 

unique needs of the Native Alaskan population. Funds from this program may be used for professional 

development for teachers who are new to the Alaska Native community and for all teachers involved in 

the Alaska Native Education Program. Permissible activities include training and professional 

development activities for educators such as pre-service and in-service training and professional 

development programs, recruitment and preparation of Alaska Native teachers, and programs that will 

lead to the certification and licensing of Alaska Native teachers, principals, other school leaders, and 

superintendents. FY 2022 Funding: $38 million.

Native Hawaiian Education (ESEA Title VI, Part B) funding develops innovative education programs to 

assist Native Hawaiians through activities including professional development for educators. Permissible 

activities include professional development activities for educators, such as the development of 

programs to prepare prospective teachers to address the unique needs of Native Hawaiian students, inservice programs to improve the ability of teachers who teach in schools with high concentrations of 

Native Hawaiian students, and the recruitment and preparation of Native Hawaiians and other 

individuals who live in communities with a high concentration of Native Hawaiians to become teachers. 

FY 2022 Funding: $39 million.

4. Helping Teachers Afford Comprehensive Pathways into the Profession 

Student loan debt can influence whether people enter a particular profession, including deterring them 

from becoming educators because teachers in many states earn low wages. There are federal programs 

that can help reduce this debt. States, districts, IHEs, and schools can share information with teachers 

and prospective teachers and provide support as needed to successfully access the programs described 

below. Additional federal resources to support these efforts in the long-term include:
7

Teacher Education Assistance for College and Higher Education (TEACH) (HEA Title IV, Part A, Subpart 

9) Grants are intended to provide an incentive for postsecondary education students to teach in indemand fields and high-need schools. The program provides up to $4,000 a year to undergraduate and 

graduate students who are completing or plan to complete coursework needed to become a teacher. 

Teachers who receive the grant must serve as full-time teachers in mathematics, science, foreign 

language, bilingual education and English language acquisition, special education, reading, or other indemand fields and areas at a high-need school, for not less than 4 years within 8 years of graduation. 

Teachers, retirees from another occupation with expertise in a field in which there is a shortage of 

teachers, or current or former teachers using a high-quality alternative route to certification may receive 

TEACH grants to obtain a graduate degree. The Department has effectively implemented practices to 

address previous challenges with incorrect grant to loan conversations, making it easier for teachers to 

successfully participate in this program. FY 2022 Funding: $35 million.

Public Service Loan Forgiveness Program (PSLF) (HEA Title IV, Part D, Section 455(m)) forgives the 

remaining balance on a Direct Loan after the borrower has made 120 qualifying monthly payments 

under a qualifying repayment plan while working full-time for a qualifying employer. Full-time 

elementary and secondary school teachers working in public or private non-profit schools meet the 

employment eligibility requirements of PSLF. There are some instances where borrowers may not 

receive credit because they were making payments on the wrong type of federal student loan or in the 

wrong type of repayment plan. In October of 2021, the Department announced a temporary period 

during which borrowers may receive credit for payments that previously did not qualify for PSLF.

Borrowers with older Federal Family Education (FFEL) program loans need to consolidate into Direct 

Loans and apply by October 31, 2022, in order to benefit from this temporary period. Learn more about 

this limited PSLF waiver here. Actions taken by the Biden-Harris Administration to address challenges 

with PSLF have resulted in more than 127,000 borrowers receiving forgiveness totaling $7.3 billion.

5. Providing Teachers and Students with the Resources They Need to Succeed 

Stress is the most common reason educators have cited for leaving school employment in the last year, 

followed by insufficient pay.

xiii As educators continue working during a global health crisis, educator wellbeing and support continue to be essential to school and district success. This includes providing students 

with the additional resources and support they need to succeed. Additional federal resources, as well as 

ESEA Title II, Part A funding, to support these efforts in the long-term include:

Student Support and Academic Enrichment Grants (ESEA Title IV, Part A) are intended to improve 

academic achievement by increasing the capacity of states and LEAs to provide students with access to a 

well-rounded education, improve school conditions for learning, and improve the effective use of 

technology. Allowable uses of funds may include salaries of new personnel to carry out identified 

programs and services, including specialists that support safe and healthy students, such as through

school-based physical and mental health services, and educators that increase access to well-rounded 

educational opportunities, such as additional STEM teachers. Additionally, LEAs may use funds to 

implement pay for success initiatives that support safe and healthy students. FY 2022 Funding: $1.3

billion.

School-Based Mental Health Services Grant Program (ESEA Title IV, Part F, Subpart 3, Section 4631)

aims to increase (by hiring or contracting for) the number of qualified, well-trained counselors, social 

workers, psychologists, or other mental health professionals who provide school-based mental health 

services to students in LEAs with demonstrated need. Grantees may work with LEAs to provide
8

incentives for re-specialization, hiring and retention, including increased pay, and payment towards 

student loan repayments for service providers. FY 2022 Funding: $56 million. The President’s FY 2023 

budget proposes $1 billion for a new School-Based Health Professionals program.

Mental Health Professionals Demonstration Grants Program (ESEA Title IV, Part F, Subpart 3, Section 

4631) aims to expand the capacity of high-need LEAs in partnership with IHEs to train school-based 

mental health services providers with the goal of expanding the pipeline of these professionals into 

high-need LEAs. Together LEAs and IHEs place students in university academic programs in school-based 

mental health fields into schools served by high-need LEAs to complete field work, credit hours, 

internships, or related training for the degree, license, or credential program of each student. Grant 

funds may be used to support these efforts. FY 2022 Funding: $55 million. The President’s FY 2023 

budget proposes $1 billion for a new School-Based Health Professionals program.

Migrant Education Program (ESEA Title I, Part C) provides financial assistance to SEAs to establish and 

improve programs of education for migratory children. Program services help migratory children 

overcome the educational disruption that results from repeated moves; this may include funding for the 

personnel required to carry out such activities for migratory children. FY 2022 Funding: $376 million.

Indian Education Grants to Local Educational Agencies Program (ESEA Title VI, Part A, Subpart 1)

provides assistance to elementary and secondary schools for programs serving Indian students, to help 

meet the unique cultural, language, and educational needs of such students and ensure that all students 

meet challenging state academic standards. This may include funding for the personnel required to carry 

out such activities that supplement and enrich the regular school program. FY 2022 Funding: 

$110 million.

6. Creating Opportunities for Teacher Advancement and Leadership 

Surveys show teacher well-being is tied to feeling supported, valued, and heard by school and district 

leaders, and peers.xiv This includes providing teachers with opportunities to contribute in meaningful 

ways to decision-making and other leadership and professional growth opportunities. Additional federal 

resources, as well as ESEA Title II, Part A funding, to support these efforts in the long-term include:

Teacher and School Leader Incentive Grants (ESEA Title II, Part B, Subpart 1) help to support high-need 

schools to provide career advancement opportunities for effective teachers, principals, and other school 

leaders and improve the process for recruiting, selecting, supporting, and retaining effective teacher and 

school leaders. The program is designed to support entities in implementing, improving, or expanding a 

Performance Based Compensation System, which may include implementing a differentiated salary 

structure for teachers who teach in high-needs schools or teach high-need subjects, raise student 

academic achievement, or take on additional leadership responsibilities, or for principals or other school 

leaders to serve in high-need schools and raise student academic achievement. FY 2022 Funding: 

$173 million.

Conclusion 

The work of ensuring that all students have access to a diverse, well-prepared, well-qualified, and 

effective teacher workforce is best supported by partnerships across all levels of government and 

educational institutions. With the shared goal of providing long-term support to our nation’s teachers, 
9

the Department will continue to provide resources and other assistance to states, districts, and schools

as they work to address the teacher shortages in the short- and long-term.

Endnotes

i Goldhaber, D. & Gratz, T. (2021). School District Staffing Challenges in a Rapidly Recovering Economy. CEDR Flash Brief No. 

11082021-1. University of Washington, Seattle, WA.; Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming 

crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute; and Cardichon, J., 

Darling-Hammond, L., Yang, M., Scott, C., Shields, P. M., & Burns, D. (2020). Inequitable opportunity to learn: Student access to 

certified and experienced teachers. Palo Alto, CA: Learning Policy Institute.

ii Carver-Thomas, D., & Patrick, S. (2022). Understanding Teacher Compensation: A State-by-State Analysis. Learning Policy 

Institute. https://doi.org/10.54300/443.847.

iii Southern Regional Education Board analysis of starting teacher salaries based on data available at 

https://www.nea.org/sites/default/files/2020-09/2018-2019%20Teacher%20Salary%20Benchmark%20Report.pdf. Average 

teacher salaries data available at https://nces.ed.gov/programs/digest/d19/tables/dt19_211.60.asp?current=yes. See also 

Boser, U. & Straus, C. (2014). Mid- and Late-Career Teachers Struggle With Paltry Incomes. Center for American Progress. 

https://www.americanprogress.org/article/mid-and-late-career-teachers-struggle-with-paltry-incomes/.

iv Cooper, David, and Sebastian M. Hickey. "Raising Pay in Public K–12 Schools is Critical to Solving Staffing Shortages." Economic 

Policy Institute. Accessed May 13, 2022. https://www.epi.org/press/raising-pay-in-public-k-12-schools-is-critical-to-solvingstaffing-shortages.

v See FutureED school staffing data which can be found at: https://www.future-ed.org/school-staff/.

vi See FutureED school staffing spending estimates which can be found at: https://www.future-ed.org/financial-trends-in-localschools-covid-aid-spending/.

vii The identified programs are subject to program specific requirements that must be met in order for any use of 

funds to be allowable. Specifically, federal grant programs have requirements that govern the use of funds, 

including allowable costs, eligible participants, and supplement not supplant provisions. The programs included 

highlight how a grantee might use federal funds for activities consistent with these provisions, but individual 

expenditures should be evaluated on a case-by-case basis.

viii Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students 

and schools. Education Policy Analysis Archives, 27, 36. https://doi.org/10.14507/epaa.27.3699. 

ix Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students 

and schools. Education Policy Analysis Archives, 27, 36. https://doi.org/10.14507/epaa.27.3699.

x

IDEA section 611 funds may be used to support costs associated with related services providers to the extent these costs can 

be reasonably attributed to the education of children with disabilities.

xi The Carl D. Perkins Career and Technical Education Act of 2006, as amended by the Strengthening Career and Technical 

Education for the 21st Century Act.

xii Including Title VI of the Civil Rights Act of 1964 (Title VI), the Equal Educational Opportunities Act of 1974 (EEOA), and other 

requirements, including those under state or local laws.

xiii Diliberti, Melissa Kay, et al. “Stress Topped The Reasons Why Teachers Quit, Even Before COVID-19.” RAND Corporation, 22 

Feb. 2021, https://www.rand.org/pubs/research_reports/RRA1121-2.html. 

xiv “The Causes of Teacher Burnout and Attrition.” Digital Commons@CSP, 12 July 2019, 

https://digitalcommons.csp.edu/cgi/viewcontent.cgi?article=1007&context=teacher-education_masters.