Evaluation of Delaware's Opportunity Funding and Student Success Block Grant Programs
Jan 21, 2021
This report is the third of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs designed to support local education agencies enrolling students experiencing poverty and multilingual learners during the 2019–2020 to 2021–2022 school years: Opportunity Funding and the Student Success Block Grant program.
Third and Final Year
|PDF file||0.3 MB||
Use Adobe Acrobat Reader version 10 or higher for the best experience.
This report is the third of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs designed to support Delaware's 42 school districts and charter schools (also known as local education agencies [LEAs]) enrolling students experiencing poverty (SEPs) and multilingual learners (MLs) during the 2019–2020 to 2021–2022 school years: Opportunity Funding and the Student Success Block Grant (SSBG) program.
In this report, the authors describe how Delaware's LEAs spent their Opportunity Funding and SSBG dollars, what portion of their allocations they spent, and what LEA leaders deemed their most effective investments with those dollars. They also examine whether both the allocation of the funds and the actual expenditures were associated with improved performance on spring 2022 math and reading tests. The authors use and report results from multiple quantitative designs, including cross-state comparisons of academic achievement, comparisons of the size of academic achievement gaps before and after the availability of funds, and comparisons of academic achievement between schools that did and did not expend these funds.
Since the 2019–2020 school year, the Opportunity Funding and SSBG programs have allocated nearly $100 million to Delaware LEAs to support student learning and well-being, with particular emphasis on supporting SEPs and MLs. Delaware LEAs have used these funds to make hundreds of investments, most of which are the employment of staff dedicated to support reading instruction, MLs, and student mental health.
This study was funded through a contract with the Delaware Department of Education (DDOE) and undertaken by RAND Education and Labor.
This report is part of the RAND Corporation Research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.