Most lessons learned during the Bush-Obama years are as relevant to state education reforms as to their federal counterparts.
Why did initially promising, seemingly popular efforts at federal leadership lose their luster?
Pushing schools to use evidence poses a real risk that school leaders will feel pressure to choose approaches that have been easier to evaluate, rather than those that are the most central to improving educational practice.
EdStat: Only Five of the Country’s 13,600 Districts Have Applied to the Weighted Student Funding Pilot, Part of the Every Student Succeeds Act
Why have only five of the country’s 13,600 districts applied to the weighted student funding pilot, part of the Every Student Succeeds Act?
New research challenges the notion that ESSA has fewer federal regulations than previous iterations of the federal K–12 law.
Texas districts can use Title I resources to start new schools rather than just work to turn around low-performing ones.
The scrutiny given to the documents states drafted to comply with the Every Student Succeeds Act may be pulling us further away from responsible accountability systems and public leadership.
When Congress enacted the Every Student Succeeds Act, many reformers voiced concern that states would give up on rigorous accountability systems.
State plans mostly ignored research on what works and what does not to achieve particular outcomes.
Disruptive innovation theory suggests that processes that dominated the past can wreak havoc on best-laid plans.
Like mud bricks made without straw, Maryland’s accountability plan is sure to crumble.
Local control has its place—but, as Americans told Education Next, it also has its limits.
With the US Department of Education now approving state ESSA (Every Student Succeeds Act) plans, attention turns to those plans’ contents. This includes how states intend to help kids assigned to persistently struggling schools.
The Every Student Succeeds Act grants states more authority over their school accountability systems than did No Child Left Behind — meaning that states now have a greater opportunity to design improved school ratings.
Earlier, the Trump Education Department had given Delaware some very critical feedback on the plan, which Mike Petrilli described as “a big unforced error.”
How the U.S. Department of Education should respond to the confusion over what states can and can’t do in their ESSA plans.
The response of the DeVos Department of Education to Delawares ESSA plan has provoked a full-fledged kerfluffle
Pooling data across years and grades may provide an opportunity to include students in accountability systems in cases where subgroup size is otherwise too small.
After the Secretary promised to provide states wide latitude in implementing ESSA, the DeVos team seems to be misreading the law, the substantive issues, and the politics.
Few of NCLB’s provisions received as much scorn as its singular focus on grade-level proficiency as the sole measure of school performance.
California’s new school dashboard provides solutions to criticisms of the state’s previous system. But the result may lack clarity for parents, and the most important element of all – consequences.
Repealing the regs via the Congressional Review Act will make ESSA implementation a whole lot more difficult than it needs to be.
Proactive choice regulations and/or guidance will give states and districts the legal assurance they need to innovate and provide more options to families.
These regulations do more to empower states, local communities, and parents and clarify what’s possible under the law than they do to limit them.