Description: In this article about Every Student Succeeds Act, a new law for addressing esse has been issued, some significant guests were invited to talk about the importance of it in the following programs.
From the state’s perspective, I feel a lot more open-ended and there are a lot of opportunities at the state level to dig into your state context and try to figure out what we need as a state and how we best serve our constituents and make sure that our accountability systems meet the needs of our students and our families.
When we think about accountability systems under NCLB, we might remember that there were four indicators of accountability that we had to measure, these were undone on an annual basis, so we heard things like a YP which stood for annual yearly progress.
A hundred percent of students had to be proficient by a certain time, English learners are required to be measured, they add in an additional measure which is a fifth indicator, it’s school quality or student success and so that fifth measure states get to decide, if they want to choose something like school climate and safety or college and career readiness or student and staff engagement.
There’s a lot of flexibility and States get a look at how they build that accountability system to include four requirement measures and then the additional measure which they have a lot of choices in exploring how they best measure that additional indicator.
With increasing autonomy, the people can be very sited about that, but at the same time, it can be a little bit of lightning and fighting, because there’s a lot of flexibility that’s still worth coming, so it got to be a bittersweet type of a change.
That’s happening now, I’ve heard a lot of people talk about this transition year, they talk about it and one of the things I like to know is what it is and what happens during a transition year.
So this year is a transition year, what are the states planning? While they’re planning for implementation of essa, they’re still continuing to carry out their provisions of No Child Left Behind with the exception of not requiring States to calculate a YP.
This year, the plans that they had in place and the way that they’re serving schools, those are still in place for this year while they’re transitioning to their new plan which they’re currently in the process of writing across the USA.
There’s a lot of work going on in individual states around that planning process, however, when the new regulations were released on the 29th of November, they did extend that timeline, so they recognized at the federal level that states were working hard on these plans, but it was a major undertaking and a lot of heavy lifting for states to take advantage of the opportunity in order to give States more time to think about all of the things that they needed.
I am Tony Marchesi, today we are going to start the first of a three-part series addressing esse which is a new law, I have two guests that know quite a bit about this law, we’re going to be addressing it, today we’re going to talk about what it is, where it comes from and why it’s important for us to dig even more deeply into it in the following programs.
I have Dr. Caitlin Holli Caitlin who serves as a director of the Appalachian Regional comprehensive center and I also have Dr. Joby Lawrence who serves as a consultant to the Appalachian Regional comprehensive center.
I’m glad that you’re here, we’ve got quite a significant task ahead of us, this is a new law and it can be traced throughout history, we will be able to see how we’ve come to this point, but there are a lot of new things in it and we’re going to look at what those things are.
In our series, we want to do some things, the Appalachian region is transitioning to this new law, we want to highlight thoughtful approaches as a planning and we want to examine challenges that are related to essa implementation, so that’s a lot of stuff.
I think that the best thing for us to do is to dig in and try to frame this issue, Katelyn helps me understand how it falls in history, where it falls in the timeline of major events through education legislation, public education in the United States has primarily been a state and local responsibility both legally and financially.
In fact, at this point, only about 92% of funding for public education comes from the federal government, only 92% of funding comes from sources other than the federal government so that means that very little comes from the federal government.
Most is funded through state and local sources for much of our history federal involvement in public education was limited, mostly focusing on collecting data from States to get a handle on the teaching force and the state of schools.
There was the introduction of several new federal education pieces of legislation, the GI Bill is a great example emerging from World War two which provided funding to help veterans attend college after their service.
Then the National Defense Education Act was introduced in response to the Soviet launch of Sputnik which rattled the u.s. , then in 1954, the brown versus Topeka Board of Education case desegregated schools made it illegal to four states districts to have schools that segregated by race in the midst of this civil rights.
Anti-poverty movements began to take shape and these developments converged resulting in the 1965 Elementary and Secondary Education Act which was the first comprehensive federal education law.
This law is a civil rights law, because it focuses primarily on ensuring that students in high poverty communities have an equal access to a great education along with their wealthier peers.
The walls have been reauthorized several times since it was originally introduced, for example, people may recognize the No Child Left Behind Act of 2001 which is essentially a reauthorization of the law, in 2015, it was reauthorized as to every student succeeds act which you mentioned earlier, that’s what we’ll be discussing today.
Regulatory guidance is still coming out, Congress has the authority to make some changes moving forward, even though we will be discussing some of the components of the law at this point, those are subject to change and folks should probably keep that in mind.
When you think about this, we call this reauthorization essa which is more similar or more different from NCLB No Child Left Behind. I would say that it bears a lot of similarity to NCLB in the sense that it places a lot of emphasis on accountability disaggregation of data to make sure that we can examine whether educational outcomes are equitable.
On the other hand, it’s different in the sense that it returns a lot of responsibility and authority to States to design their own accountability systems, assessment systems and teacher evaluation systems among other things.
I’m glad that you’re here today for a variety of reasons, but one is that you work in a State Education Agency, you have first-hand experience and you are experiencing all of this, this other changes related to essa on a daily basis.
Can you share a little bit of background information about the every student succeeds Act? As Katelyn mentioned, it is very similar to NCLB in terms of the focus on ensuring that all students get access to a high-quality education, they all have the same opportunities coming out of our school systems and going into either college or career.