![]() ![]() “We’re trying as a state to really close that gap between accountability for compliance and accountability for responsibility” for student learning, she said. Bush signed into law in 2002, “our accountability systems really were designed to give us information about how well schools and school districts were playing the accountability game, and gave us very little information about how our students were really doing,” Balow said. Under No Child Left Behind, which President George W. Meanwhile, President-elect Donald Trump’s upset victory in November has muddied the waters at the federal level.įor one thing, the Obama administration has spent the past year crafting regulations that flesh out ESSA’s accountability, testing, and spending provisions. “If we just use the flexibility to get out of things and not serve kids better, we’re going to be right back here soon with more federal prescription,” said Chris Minnich, the executive director of the Council of Chief State School Officers. And they know that the greater leeway may not be around forever. It’s a little bit of survival of the fittest.”įor their part, state education chiefs recognize the challenges ahead, but say they welcome the opportunity to move toward what they hope will be more-nuanced accountability systems that present a clearer picture of student progress. “There are bright-shining-star that are going to run and do really interesting things, and then there’ll be some sad, not-great stories. Department of Education working on K-12 policy and communications under President Bill Clinton. “I think there’s going to be a lot of different stories told throughout the country,” said Ferguson, who served in the U.S. “Given the range of state capacity, and states’ different K-12 priorities, ESSA implementation could look radically different on the ground from one state to the next,” said Maria Voles Ferguson, the executive director of the Center on Education Policy, a public education advocacy group at the George Washington University’s Graduate School of Education and Human Development. ![]() Source: Education Week Research Center, 2017 States and districts also get to decide how to intervene in their lowest-performing schools and those where long-overlooked groups-such as students of color, English-language learners, and children with disabilities-aren’t performing up to snuff. Instead of relying primarily on test results to gauge school performance, as policy officials did under No Child Left Behind, states must use a jumble of measures, including test scores, graduation rates, and at least one factor that gets at school quality or student success, such as school climate or achievement in advanced coursework.Īnd states can move away from teacher evaluations based on student test scores and come up with their own definitions for what makes a teacher effective. ![]() But as the new law passes its first birthday, it’s an open question whether ESSA will be able to maintain that balance once it hits state education agencies, district central offices, and classrooms in full force in the 2017-18 school year.ĮSSA gives states and districts greater flexibility, but it also asks a lot of them. ![]()
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