The Every Student Succeeds Act, the federal education law passed in 2015, is part of what would seem to be a dying breed: major pieces of domestic policy legislation passed with overwhelming bipartisan support. How did ESSA come to be? And what does it mean for American students?
States and school districts may find it tricky to navigate what is required and how money can be spent, which can lead to funds being used in “safe” and “permissible” ways rather than the ways that educators deem most useful.
An excerpt from The Every Student Succeeds Act: What It Means for Schools, Systems, and States by Frederick M. Hess and Max Eden
An excerpt from “The Every Student Succeeds Act: What It Means for Schools, Systems, and States”
Direct Student Services gives states new leeway to use some of their federal Title I dollars to expand instructional choice for students.
We won’t make progress on education if we keep pushing our same old ideas. Let’s make 2017 the year for inventiveness, evidence, and humility.
Platforms, projects, wraparound services and assessments will all be in the news.
To fully exploit ESSA’s expanded possibilities for state leadership on school and district improvement, state superintendents will need a wide range of skills.
States are now putting pen to paper on their accountability plans and many of them want advice about what to do.
Requiring that districts move closer to equal spending across schools may simply shift high-cost but less effective resources to students in need.
Under ESSA, states have new freedom to design their own accountability systems for schools. Will they innovate or will they retreat from real accountability?
Education has mostly stayed on the sidelines of this race. That hints at what’s ahead for education, but it also says even more about this race and the state of American politics today.
The overwhelming majority of states provide schools with few incentives to focus on their high-achieving students.
Instead of continuing with a complex and ineffective maze of Title I regulations, states should have the opportunity to let parents decide how to use Title I dollars.
Our next President will be forced to make a number of important education policy decisions almost immediately upon taking office.
Mr. Secretary, I am writing to suggest two very specific changes to the proposed rule that your department published regarding the implementation of the Every Student Succeeds Act.
Our current understanding of “state accountability systems” is a reflection of a decision made one hundred years ago to have a single government provider of schools.
States now enjoy a freer hand to decide how they want to rate their schools. What should they do?
Today’s dispute over comparability marks the midpoint in a decades-long struggle over whether districts have a right to skimp on funding their most troubled schools.
Three provisions in the new law might help states and school districts improve their systems of school finance.
Like No Child Left Behind, the proposed ESSA regulations are going to stand in the way of some promising approaches to state accountability. What’s the point of that?
How should public policies address inequities across schools and districts? American Federation of Teacher President Randi Weingarten says we hold schools accountable for how much money they have and the types of programs they build with that money.
Yesterday marked the latest skirmish in the battle over how to implement Title I of the Every Student Succeeds Act, which sends $15 billion from the federal government to school districts to help schools serving low-income students.