Project Activities
The research team will first use student-level longitudinal panel data from Nevada’s Statewide Longitudinal Data System (SLDS) and quasi-experimental event study models to estimate the effect of the shift to the WSF model on school expenditures (for 13 different expenditure categories), student achievement (as measured by standardized exam scores on the Smarter Balance Exam (SBAC)) and progression through the education system (as measured by grade completion and graduation) for learners from low-income families, learners not proficient in English, and learners who are members of both groups. Second, the research team will utilize an annual survey of and interviews with state, school district, and school administrators as well as document analysis to detail the implementation of the PCFP. This analysis will focus on implementation challenges and successes that can help contextualize the quantitative results and inform future policy changes to the PCFP.
Structured Abstract
Setting
The project will take place in K-12 public schools in Nevada.
Sample
The project will include SLDS data from students at Nevada public elementary, middle, and high schools from the 2017-18 school year through the 2025-26 school year. The quantitative portion of the project relies on a sample of about 26,000 students from a group of treated Never Funded schools (i.e., schools that never received WSF prior to the PCFP) and about 65,000 students in the comparison group of Always Funded schools (i.e., schools that always received WSF prior to the PCFP). The qualitative portion of the project relies on a sample of Nevada state, school district, and school administrators tasked with the implementation of the PCFP.
The PCFP, and this project define learners from low-income families as those in the 5th percentile or below on NDE’s GRAD score. The PCFP, and this project, define learners not proficient in English as those with a language education plan (LEP).
To address the needs of Nevada’s rapidly shifting student population, Nevada finalized the PCFP during the 81st legislative session (2021) and began implementation in the 2021-22 school year. The PCFP contains a per pupil guaranteed basic support for each school and provides additional funds based on student weights for learners who are living in low-income families, for learners who are not proficient in English, and for students designated as gifted and talented.
Research design and methods
The research team will use a sequential mixed methods project with two parts. First, leveraging student-level longitudinal panel data from the SLDS (2017-18 to 2025-26) and a series of quasi-experimental event study models, the research team will estimate the effect of Nevada's change from categorical grant programs to a WSF model on the school expenditures of schools serving learners from low-income families, learners not proficient in English, and learners who are members of both groups. They will further estimate the impact on student achievement, as determined by student performance on Nevada’s standardized achievement examinations (i.e., SBAC), and progression through Nevada’s education systems, as determined by grade completion and high school graduation, for these same student groups. In addition, the research team will pair the quantitative analysis with an annual statewide survey and qualitative inquiry that probes multiple sources to understand implementation of the PCFP.
Control condition
The event study component will conduct comparisons between students at Always Funded Schools, or schools that received WSF, to a set of students at Never Funded Schools, or schools that never received WSF prior to the implementation of the PCFP.
In addition, the research team will make comparisons between the expenditures of schools with the highest percentage of learners from low-income families, learners not proficient in English, and learners who are members of both groups relative to schools with the lowest percentage of these student groups. They will also compare the achievement and progression of learners from low-income families, learners not proficient in English, and learners who are members of both groups relative to learners who are not in these student groups.
Key measures
Key measures include 13 school expenditure categories, student achievement, as determined by student performance on Nevada’s standardized achievement examinations (SBAC), and progression through Nevada’s education systems, as determined by grade completion and high school graduation.
Data analytic strategy
The data sources include (1) the SLDS, (2) an annual survey of state, school district, and school administrators, (3) in-depth interviews with state, school district, and school administrators, and (4) publicly available documents, including legislative exhibits, legislative committee minutes, and guidance memos about the PCFP from NDE and school districts. The research team will use quasi-experimental event study models to analyze the SLDS data and estimate the effects of the PCFP. For the qualitative data the research team will use thematic analysis and phenomenological methodology to uncover the meanings of the PCFP implementation.
State decision making
The project will provide a greater understanding of the impact of WSF by showing whether the PCFP is making a difference for those the policy is designed to benefit. Secondarily, the project will reveal implementation challenges and successes that will not only help improve the PCFP in Nevada but will also inform other states’ efforts to implement WSF.
People and institutions involved
IES program contact(s)
SubAwardee(s)
Products and publications
The research team will produce peer-reviewed publications and research reports to disseminate their findings. The project team will also provide a specific set of presentations and materials for NDE, the Nevada State Board of Education, and the Nevada Legislative Committee on Education to support communication to a broader group of education stakeholders, such as school administrators and policymakers in Nevada and beyond.
Supplemental information
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
