Every Student Succeeds Act

Education Innovation in 2017: Four Personalized-Learning Trends to Watch

Platforms, projects, wraparound services and assessments will all be in the news.

“Speak Softly and Carry a Big Stick”: Why State Chiefs Should Do Both

To fully exploit ESSA’s expanded possibilities for state leadership on school and district improvement, state superintendents will need a wide range of skills.

How States Should Redesign Their Accountability Systems Under ESSA

States are now putting pen to paper on their accountability plans and many of them want advice about what to do.

What You Need to Know about ED’s Proposed Rule on Title I Supplement-Not-Supplant

Requiring that districts move closer to equal spending across schools may simply shift high-cost but less effective resources to students in need.

5 Thoughts on the Trump-Clinton Debate: Education Edition

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.

What Charter School Authorizers Can Teach States on ESSA: It’s Hard to Find Indicators of School Quality That Aren’t Test Scores

The Every Student Succeeds Act requires states to use “another indicator of student success or school quality,” in addition to test scores and graduation rates, when determining school grades.

States Should Use ESSA To Do Right by High-Achieving Students

The overwhelming majority of states provide schools with few incentives to focus on their high-achieving students.

Title I Flexibility and Micro ESAs

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.

ESSA Didn’t Settle Federal Education Policy. Far From It.

Our next President will be forced to make a number of important education policy decisions almost immediately upon taking office.

California’s Too-Colorful Accountability Plan

California’s new accountability system for schools and districts is complicated beyond imagining and does not lend itself to useful interpretation by parents, taxpayers, voters, or policymakers.

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