The Impact of Pandemic Relief Spending on US Schools and Tech Companies

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When federal pandemic relief funds began flowing into American schools, tech companies saw an opportunity they couldn’t resist. They offered software solutions, emphasizing that these investments wouldn’t burden already stretched district budgets. Schools, in response, embraced these offerings on an unprecedented scale.

A comprehensive analysis conducted by Big Big News, based on public records, has revealed that numerous major school systems spent tens of millions of dollars in pandemic relief funds on software and services provided by tech companies. These expenditures encompassed licenses for a wide range of educational apps, games, and tutoring websites.

However, the crucial question remains unanswered: did these investments benefit the students? Unfortunately, schools have little to no concrete evidence to demonstrate the efficacy of these programs. Some of the newly acquired software remained largely unused.

The true extent of this spending spree remains shrouded in uncertainty due to the lack of stringent reporting requirements accompanying the relief funds. Despite Congress allocating a staggering $190 billion to schools, there was no mandate for public disclosure of individual purchases.

The Associated Press reached out to the nation’s 30 largest school districts inquiring about contracts funded by federal pandemic aid. Approximately half of them provided records shedding light on various software and technology acquisitions collectively referred to as “edtech.” Others either did not respond or sought significant fees for producing the requested records.

For instance, Clark County schools in the Las Vegas area entered contracts worth at least $70 million over two years with 12 education technology consultants and companies. These included Achieve3000, Age of Learning, Paper, and Renaissance Learning. These contracts encompassed a suite of learning apps, math and reading acceleration programs, virtual tutoring services, and various learning apps.

The pandemic presented tech companies with a golden opportunity as schools transitioned to online learning. Their revenues soared, and investors poured billions into these startups. Simultaneously, new marketing technologies facilitated companies in capturing the attention of school officials. Armed with automated sales tools, marketers inundated teachers and school leaders with calls, emails, and targeted advertisements.

While this surge in spending fueled the tech industry, the landscape lacked rigorous research and evidence.

Bart Epstein, the founder of EdTech Evidence Exchange, a nonprofit dedicated to helping schools leverage technology effectively, remarked, “That money went to a wide variety of products and services, but it was not distributed on the basis of merit or equity or evidence. It was distributed almost entirely on the strength of marketing, branding, and relationships.”

While some schools invested in software for communication with parents and remote teaching, the most substantial contracts were awarded to companies promising to help students catch up on their learning. However, the outcomes were mixed.

Clark County schools spent over $7 million on Achieve3000 apps, with some finding success, particularly the literacy app Smarty Ants for young students. However, the math app Freckle, costing $2 million, was used by less than half of elementary school students, and when used, the sessions averaged less than five minutes.

The pandemic also raised concerns among parents who questioned the prioritization of software over pressing issues like aging infrastructure and teacher shortages.

Education technology accounted for a relatively small portion of pandemic spending, with tech contracts in Clark County representing about 6% of its $1.2 billion in federal relief funds. Nonetheless, nearly all schools allocated some funds for technology.

As schools exhaust their pandemic aid, there is no consensus on the return on investment. While some companies claim positive outcomes, independent studies have often failed to substantiate these assertions. Furthermore, the lack of regulation has allowed companies to operate without incentives to prove their products’ effectiveness.

The federal government’s intervention in this regard has been limited, with the Education Department encouraging schools to opt for technology with a proven track record. However, studies suggest that the majority of popular products fall short even of these modest criteria.

In the absence of proper oversight and regulation, the expenditure of pandemic relief funds on technology in schools remains a contentious issue. It’s a challenge that demands attention and a concerted effort to ensure that funds are spent wisely and effectively, ultimately benefiting the students who rely on these resources for their education.

Frequently Asked Questions (FAQs) about Pandemic Relief Spending

More about Pandemic Relief Spending

• Associated Press Article
• Big Big News
• EdTech Evidence Exchange
• Education Department