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MOE Waiver Request — Documentation of the State’s Fiscal Burdens

Summary

Part of a U.S. Department of Education maintenance of effort (MOE) waiver request form for ESSER, GEER and HEER, listing documentation a state should submit with a waiver request and factors the Secretary may consider. It asks for documentation supporting the description of the State's fiscal burdens, such as revenue data, appropriation tables and unemployment statistics, and for information on factors including whether the State increased support for education and whether total and per-pupil State funding for K-12 and higher education increased. It also asks whether exceptional circumstances caused the State to be unable to maintain support and whether the State used or will use ESSER, GEER or HEER funding to replace State funding. The text starts at item 2 and no date is printed.

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Issuer
Congressional materials
Document type
Department Of Education Pdf Www Ed Gov C9438863B1
Case
Department Of Education Pdf Www Ed Gov C9438863B1

Cite this document

“MOE Waiver Request — Documentation of the State’s Fiscal Burdens.” Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-c9438863b1/, SHA-256 6e1651b0e46e22f516d17b0636828c4685b5f874330b5b92c39d0516b61d747c.

Full text

     2. Documentation and data supporting the description of the State’s fiscal burdens (e.g., revenue data, appropriation
        tables, unemployment statistics, etc.) including any State action that impacted State revenue (e.g., tax increases or
        decreases).
     3. In addition, in its waiver request, a State should submit information on the relevant factors listed below to support
        its request. The Secretary may ask States for additional information after States submit the MOE waiver request
        form.

 In determining whether to grant a State an MOE waiver, the Secretary may consider factors such as:
 Has the State increased support for education?
 The Department understands that it is possible that a State has maintained or increased overall funding for education and the
 proportion of the State budget for education has still declined because of increases in other areas of the budget (e.g., public health). In
 these cases, the Secretary may consider:

 •    Has total State funding for K-12 education and for higher education (calculated separately) increased from the prior fiscal year?
 •    Has total State funding for K-12 education and for higher education (calculated separately) increased over time (e.g., since
      baseline years)?
 •    Has per-pupil State funding for K-12 education and for higher education (calculated separately) increased from the prior fiscal
      year?
 •    Has per-pupil State funding for K-12 education and for higher education (calculated separately) increased over time (e.g., since
      baseline years)?
 •    Has the State appropriated an increase in State funding for K-12 education and for higher education for future fiscal years?

 Are there exceptional circumstances that caused the State to be unable to maintain support for education?
 If a State’s support for education declined, the Secretary may consider:

 •    Are there specific severe effects of the COVID-19 pandemic on the State’s economy that necessitated reductions in support for
      elementary and secondary education and for higher education?
 •    What steps did the State take to avoid and/or minimize such reductions?
 •    Did the State use Coronavirus State and Local Fiscal Recovery Funds awarded by the U.S. Department of the Treasury under
      section 9901 of the ARP Act to support elementary and secondary education and higher education?
 •    How did reductions in support for elementary and secondary education and for higher education compare to other budget
      categories?
 •    Did the State take steps that reduced or will it take steps to proactively reduce its financial resources in a way that impacted or
      will impact its ability to meet MOE requirements (e.g., tax changes (and in what context), additional contributions to rainy day
      funds)? If so, what was the impact of the reduction (e.g., to what extent were its resources reduced or will its resources be
      reduced)?

 Has the State used or will it use ESSER, GEER, or Higher Education Emergency Relief (HEER) funding to replace State
 funding for education?
 It is important for the Department to understand the State’s use of pandemic-related Federal funds when reviewing a request for a
 waiver. The Secretary may therefore consider:

 •    Will all unallocated ESSER or GEER funds relevant to the waiver be used to provide net new resources to K-12 schools and to
      higher education and not be used to replace existing State commitments to K-12 education and to higher education?
 •    Will all unallocated HEER funds be used to provide net new resources to higher education and not be used to replace existing
      State commitments to higher education?
 •    Has the State previously used any ESSER, GEER, or HEER funds to replace State funding for education?




To the best of my knowledge and belief, all of the information in this MOE data submission are true and correct and the
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File and source

File
department-of-education-pdf-www-ed-gov-c9438863b1.pdf
Size
396,276 bytes
SHA-256
6e1651b0e46e22f516d17b0636828c4685b5f874330b5b92c39d0516b61d747c
Our copy
department-of-education-pdf-www-ed-gov-c9438863b1.pdf
Original
www.ed.gov
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