Education Imperatives

  1. COVID 19: States Impact - NABSE believes that COVID-19 has impacted different states in different ways, depending upon how reliant the schools are on state revenue. This is because some states have statewide property taxes, while other states use local property taxes in their statewide funding formula. In the short run, those with statewide taxes will be more vulnerable to major decreases than those with local property taxes.
  2. COVID 19: Student Impact - NABSE believes that the following conditions of COVID 19 will impact the ability of low wealth school districts to adequately serve all students: home evictions; the rise of homelessness, reduction in the amount of unemployment compensation, and serving special needs students virtually.
  3. COVID 19: Revenue Impact - NABSE believes that wealthy districts with high levels of local property tax revenue will be less impacted by the pandemic. Low-wealth districts that have a greater reliance on state revenue will be hit particularly hard by this pandemic.
  4. Income Disparities - NABSE believes that wide disparity exists among populations with a higher income who are able to access technology and can ensure that education continues during remote learning.
  5. COVID 19: Inequities - NABSE believes that since the COVID-19 crisis has exposed and exacerbated inequities in African American schools and communities, policymakers, advocates, and other stakeholders must do more to rebuild a stronger and more equitable system.
  6. Resource Needs - NABSE believes that If a state school finance system is to provide equal educational opportunity for African American educators and learners, that system must provide sufficiently higher resources in higher need -- higher poverty districts--than in lower need settings.
  7. Funding Priorities - NABSE subscribes to the concept that to equitably meet the educational, social and emotional needs of African American learners, federal and state governments must make a significant financial investment in funding that prioritizes equitable access of resources, and funding to advantage the educators of African American learners.

Legislative Priorities

  1. Needs-based Federal Funding - NABSE supports legislative action that should encourage states to distribute any new federal funds through a formula that further leverages equity by taking student and district needs into account. These needs-based funding factors could include a district’s relative wealth, student educational needs (low-income, English language learner, and special education), and/or how badly COVID-19 has impacted each state and district.
  2. Needs-based State & Federal Funding - NABSE believes legislation must encourage federal and state governments to invest more in students who have greater needs. School districts that serve low income and non-white students tend to have a lower tax base than the affluent districts.
  3. Education Stabilization Fund Increase - NABSE believes that the federal government should allocate significant increases in the Education Stabilization Fund to distribute to states, allocated by formula; and target high-need African American school districts to fill budget gaps caused by declining state revenues due to the COVID-19 national emergency.
  4. Funding Programs - NABSE supports legislative action to retain and continue levels of federal funding for programs such as My Brother’s Keeper, Community Schools and Receivership. As soon as students overcome low performing, the resources are eliminated. Funding and resources need to be ongoing.


Research Funding Inequities - Fiscal resources coming from federal and state get diluted and watered down by the time they get to the schools that really need the funds, and for which they were ear marked for use with specific populations (urban, special needs, etc). NABSE should explore the idea of having the Higher Education and Research Commissions conduct research to provide a breakdown of data for each state to show the inequities of school funding. The data need to be collected to report the long- term benefits to communities who have well-educated work force and populations. NABSE needs to be prepared to mount a defense to fight for the funds it believes are needed.

Thought Leaders

Dr. Rodney Gilmore;
Mrs. Betty Maceo-Recorder