ESSA

The Every Student Succeeds Act significantly improves upon No Child Left Behind by, among other things, giving more power back to states and local schools. We’re working to help policymakers and educators take advantage of the law’s new flexibility, especially when it comes to creating smarter school accountability systems, prioritizing the needs of high-achieving low-income students, and encouraging the adoption of content-rich curricula.

Resources:

Our many ESSA-related blog posts are listed below.


Fordham's ESSA experts:


Early last week, the Trump administration gave three states feedback on their submitted plans for the Every Student Succeeds Act (ESSA). The nature of the comments varied for each state, but those addressed to Delaware inspired some fascinating debates around the rights and limitations of the U.S. Department of Education (USDOE) under the new law.

Of particular interest is my colleague Mike Petrilli’s response to the Delaware feedback. He focused on two aspects of the USDOE’s response, in particular: 1) their suggestion that Delaware’s long-term goals for academic achievement weren’t “ambitious” enough and 2) their disapproval about Delaware’s inclusion of performance on AP and IB exams in its ”school quality or student success” indicator.

In reference to long-term goals, Mike argued:

The goals that Delaware submitted in its ESSA plan are extremely ambitious, almost irresponsibly so. In the course of a single generation of students, for example, Delaware is aiming to increase the math proficiency rate for Latino students from about 30 percent to about 65 percent. No state in the country has ever made that kind of progress—and that’s not ambitious enough?

He also pointed out that these kind of “utopian goals” were the...

When it comes to high standards and accountability, Ohio talks a pretty good talk. Many of the most popular education reforms of the day have already been proposed or passed in the Buckeye State, and a few have even been hailed as best in the country. As these policies have been implemented, however, and as sometimes unwelcome consequences begin to kick in, Buckeye policymakers have had a difficult time walking the walk. In fact, they’ve shown a lamentable habit of backing down in the face of pressure to weaken accountability.

Take the ongoing uproar over graduation requirements. Back in November, district superintendents started to warn of a graduation “apocalypse” in which a third of the class of 2018 might fall short of the state’s new and more rigorous graduation requirements. Despite many unanswered questions, the State Board has recommended that students be permitted to graduate regardless of whether they pass end-of-course exams or meet career and technical requirements. Instead, they’ll only need to two of eight conditions, a list that includes such rudimentary achievements as 93 percent attendance or 120 hours of work/community service during their senior year. As my colleagues have pointed out, the...

Stéphane Lavertu

NOTE: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.

The 2015 reauthorization of the federal Elementary and Secondary Education Act—known as the Every Student Succeeds Act (ESSA)—requires states to identify poorly performing public schools and help them improve. Importantly, ESSA grants states flexibility in fulfilling this requirement. That means Ohio has some decisions to make as it creates the state’s accountability plan due to the feds this fall. To inform this decision-making, the Ohio Department of Education commissioned Deven Carlson of the University of Oklahoma and me to use rigorous scientific methods to estimate the impact of recent efforts to turn around struggling schools in Ohio. I write to share the results of this study and to offer some general thoughts on how Ohio might proceed under ESSA.  

Our study focused on two recent “school turnaround” initiatives: Ohio’s administration of the federal School Improvement Grant (SIG) program beginning in 2009 and its intervention in “priority schools” beginning in 2012. These programs targeted elementary and secondary schools ranked in...

Matthew Di Carlo

Despite the recent repeal of federal guidelines for states’ compliance with the Every Student Succeeds Act (ESSA), states are steadily submitting their proposals, and they are rightfully receiving some attention. The policies in these proposals will have far-reaching consequences for the future of school accountability (among many other types of policies), as well as, of course, for educators and students in U.S. public schools.

There are plenty of positive signs in these proposals, which are indicative of progress in the role of proper measurement in school accountability policy. It is important to recognize this progress, but impossible not to see that ESSA perpetuates long-standing measurement problems that were institutionalized under No Child Left Behind (NCLB). These issues, particularly the ongoing failure to distinguish between student and school performance, continue to dominate accountability policy to this day. Part of the confusion stems from the fact that school and student performance are not independent of each other. For example, a test score by itself gauges student performance, but it also reflects, at least in part, school effectiveness (i.e., the score might have been higher or lower had the student attended a different school).

Both student and school performance measures have an...

By next week, sixteen states and the District of Columbia will have submitted plans to the U.S. Department of Education to meet their obligations under the Every Student Succeeds Act. These publicly available documents describe how states will satisfy a number of ESSA’s requirements, including those concerning testing, school improvement, and accountability. Unfortunately, just as states mostly squandered ESSA's school improvement flexibility, most of these first seventeen plans don’t do enough to hold schools accountable for meeting the educational needs of high achievers—especially those growing up in poverty.

ESSA affords states a critical opportunity to right many wrongs of No Child Left Behind. A strong accountability system signals to schools that the progress of all students is important, but NCLB failed at this by creating incentives for schools to focus their energy almost exclusively on helping low-performing students get over a modest proficiency bar, while neglecting those who were likely to pass state reading and math tests regardless of what happens in the classroom. This may be why the United States has seen significant achievement growth and improved graduation rates for its lowest performers over the last twenty years but lesser gains for its top students.

The...

Back in November, I praised the Obama Administration’s Every Student Succeeds Act accountability regulations for permitting states to use performance indices in lieu of simple, problematic proficiency rates. Such applause is, of course, water under the bridge after congressional Republicans and President Trump repealed those rules and, instead of replacing them, will rely on promises, “Dear Colleague” letters, and other means that fall short of formal regulation.

Yet new praise is in order for Secretary DeVos et al.’s recently released “State Plan Peer Review Criteria,” which explains the process through which state ESSA plans will gain approval or rejection. It, like the regulations that came and went before it, expressly permits accountability systems that measure student achievement at multiple levels—not just “proficient”—using a performance index.

This is an important—even essential—innovation. Despite the good intentions of No Child Left Behind, which ESSA replaced a year ago, it erred by encouraging states to focus almost exclusively on helping low-performing students achieve proficiency and graduate from high school. Consequently, many schools ignored pupils who would easily pass state reading and math tests and earn diplomas regardless of what happened in the classroom—a particularly pernicious problem for high-achieving poor and minority...

Nine states and the District of Columbia have submitted plans to the U.S. Department of Education to meet their obligations under the Every Student Succeeds Act. And by May 3, seven more will likely do the same. These submissions describe how states will satisfy a number of ESSA’s requirements, including those concerning testing, accountability, and school improvement. This lattermost issue, which seeks to fix—or better yet replace—failing schools, is among the most important. Yet, in this area, these first plans are a very mixed bag.

Under the law, states must identify and take action on two types of troubled schools: those requiring “comprehensive support and improvement” (the lowest achieving 5 percent of Title I schools, plus high schools with low graduation rates), and those that need “targeted improvement” because they routinely fail a particular group such as low-income, minority, or special education students.

ESSA includes criteria states should use for placing schools in these two buckets, but it is intentionally silent on what they should do about them—even when schools require “rigorous intervention” because less substantial corrections, like counseling and professional development, haven’t lead to adequate improvement after a specified period of time (decided by...

NOTE: The Joint Education Oversight Committee of the Ohio General Assembly is hearing testimony this week on Ohio's proposed ESSA accountability plan. Below is the written testimony that Chad Aldis gave before the committee today.

Thank you Chairman Cupp, and members of the Joint Education Oversight Committee, for giving me the opportunity to provide testimony today on the Ohio Department of Education’s proposed ESSA plan.

My name is Chad Aldis, and I am the Vice President for Ohio Policy and Advocacy at the Thomas B. Fordham Institute. The Fordham Institute is an education-focused nonprofit that conducts research, analysis, and policy advocacy with offices in Columbus, Dayton, and Washington, D.C. Our Dayton office, through the affiliated Thomas B. Fordham Foundation, is also a charter school sponsor.

I’d like to first applaud the department for their hard work on this plan. ODE staff worked tirelessly to gather a massive amount of stakeholder feedback, and many of the recommendations that they heard throughout the state can be either seen as a part of this plan or are identified as areas meriting further study. I know you’ve listened to testimony from a...

Ohio’s draft plan for implementing the Every Student Succeeds Act (ESSA) came out earlier this month, and we at Fordham continue to analyze it and offer our thoughts. In a previous article, I argued that Ohio’s plans for improving low-performing schools were underwhelming. But there is an even more worrisome set of details worth pointing out and rectifying—namely that Ohio’s proposal will likely result in a vast number of schools and districts being labeled as failing and routed into a burdensome and ineffective corrective action process.

For starters, Ohio’s ESSA plan moves beyond what’s required by law when it comes to identifying “low-performing” schools. Federal law requires states to have at least two buckets for school improvement—comprehensive support and targeted support (or the equivalent of what Ohio is naming “priority” and “focus” schools, respectively). The law is direct in spelling out how states should place schools in either category (see Table 1).

Table 1: ESSA requirements

Now take a look at Ohio’s proposed criteria below.

Table 2: Ohio’s proposed implementation of ESSA’s requirements

...

In early February, the Ohio Department of Education (ODE) released the first draft of its state plan for the Every Student Succeeds Act (ESSA). Required by law to incorporate at least one “non-academic” indicator in its report card, Ohio chose two: student engagement as measured by chronic absenteeism and the Prepared for Success report-card component. In a previous piece, I explored the student engagement aspect; here, I tackle the Prepared for Success (PFS) component, which is designed to gauge how well prepared students are for what comes after high school.

The PFS component contains six measures that are combined to determine an A-F grade. They are divided into a “primary” and “bonus” category. Primary measures earn districts one point toward their composite score and include students who earn any of the following:

Pages