By Alyson Klein (Originally published December 30, 2016)
One year ago, President Barack Obama and longtime education leaders in Congress burst through years of deadlock to pass the Every Student Succeeds Act, the first update to the nation’s main K-12 law in over a decade.
Now the law remains a work in progress, as states, districts, and a shifting cast of federal officials work furiously to prepare for its full rollout this fall.
ESSA’s architects said the law struck a careful compromise. On the one side, it moved away from what they saw as the worst aspects of the No Child Left Behind Act—the previous version of the landmark Elementary and Secondary Education Act—including what many deemed an overemphasis on standardized tests and a too-heavy federal footprint. At the same time, it kept key safeguards for historically overlooked groups of students…
With just months to go until the nation’s overhauled K-12 law goes into effect, state policymakers are still scrambling to firm up the infrastructure for their education systems, under the new blueprint laid out in the EveryStudentSucceedsAct.
They’re doing it at a time of political change and policy uncertainty at the national level, with a new team taking the field at the White House—and at the U.S. Department of Education—that may have its own ideas about how details of the new law play out on the ground.
There’s plenty about ESSA that remains familiar from the No Child Left Behind Act, the previous version of the half-century-old Elementary and Secondary Education Act. That includes mandatory state testing at certain grade levels, tagging and intervening in low-performing schools, and federal sign-off on state accountability plans…
Through the continued leadership of the Board of Directors and the dedication of our members and staff, during 2016 SETDA celebrated 15 years of… read more
In his last major policy speech, U.S. Secretary of Education John King delivered what could be seen as a motivational speech for education advocates preparing for President-elect Donald Trump’s plans to expand school choice options for students through a $20 billion voucher program that would allow federal funds to follow students to private schools.
“For all who believe that strong, equitable public education is central to a healthy democracy and a thriving economy, now is the moment for us to set aside the policy differences that we have let divide us, and move forward together courageously to defend and extend this fundamental American institution,” King said on December 14.
King discussed progress over the last eight years, including a high school graduation rate at an all-time high of 83 percent, closing achievement gaps, and the largest and most diverse college graduation class in history. Still, he acknowledged that too many students fail to graduate from high school and those who do are frequently unprepared for the rigors of college.
“Ensuring more Americans get the knowledge and skills needed to succeed in our country matters more than ever,” King said. “It is not enough for those already prosperous to prosper. Unless we are ensuring that all Americans can meaningfully participate in our nation’s growth, our nation will not succeed. The simple fact, confirmed by the research, is that reducing income inequality positively influences economic output. When everyone has a fair chance, whole societies are healthier, better off and more productive.”
King said the Every Student Succeeds Act “rightly empowers state and district leaders to develop strategies that address their unique challenges and needs,” but he cautioned them to maintain “guardrails” for protecting students.
He spoke strongly in support of college- and career-ready standards and urged states to “fight the inevitable efforts” to water down high expectations. King stressed the need for accountability—saying, “Without accountability, standards are meaningless and equity is a charade”—and urged states to develop accountability systems that are “rich and varied” and include “measures such as chronic absenteeism, access to and success in advanced courses, or new approaches to discipline that help students improve their behavior and their academic achievement.”
Looking ahead, King discussed “growing bipartisan consensus” around increased access to preschool and free community college and other options to make high education available to more students without a mountain of debt.
King spoke passionately about equity and funding disparities that exist across the country. “Money is never the only answer, but money does matter,” King said. “It pays for higher salaries and for school counselors. Money builds science labs and repairs leaky roofs. Yet, in districts all across the country, students who need the most still get the least.”
He also encouraged schools to embrace diversity and inclusion and reject segregation. “Diverse schools are great preparation for all students,” King said. “They help more children succeed, help broaden students’ perspectives, and help prepare them to participate in a global workforce. And I am convinced that the growing conflicts in this country over race and religion and language would be profoundly reduced if our children were able to learn and play alongside classmates who were different from themselves and if they regularly encountered teachers and leaders of color in their schools.”
How many of the Obama administration’s education policies will continue into a Trump administration is an open question, but, with his passionate defense of equity and public education, King is betting that his words will remain with people even if some of his policies do not.
(Maryland State Education Association, Published on Oct 11, 2016) — Sheena Washington, a special education teacher in Prince George’s County and member of MSEA’s ESSA Workgroup, discusses the importance of getting ESSA implementation right.
(National Education Association, Published on Jul 28, 2016) — For 14 long years, students and educators have lived under the deeply flawed No Child Left Behind (NCLB) Act. The Every Student Succeeds Act (ESSA) returns decision making for our nation’s education back where it belongs – in the hands of local educators, parents, and communities – but only if we all work together to make sure this new law becomes the game changer it promised to be.
(PBS NewsHour DECEMBER 10, 2015) — After years of debate, President Obama and Congress have finally agreed on a new education law. The Every Student Succeeds Act, the successor of No Child Left Behind, still requires annual testing of some students, but it does not give the federal government the power to impose penalties on underperforming schools. Alyson Klein of Education Week joins Judy Woodruff for a closer look.
(Originally published on Jul 8, 2016) — NCLB is being replaced by ESSA as the latest reauthorization of the Elementary and Secondary Education Act. Dr. Wayne E. Wright, Purdue University professor and author of Foundations for Teaching English Language Learners (2015, Caslon Publishing), addresses how this the new federal education policy is different, and discusses the implications for English Language Learners.
Adopt challenging academic content standards for all students
ESSA Provisions
Adopt challenging academic content standards for all students
Mathematics, language arts, science
Aligned to entrance requirements for credit-bearing coursework in the state higher education • Aligned with relevant state career and technical education standards
States may choose to adopt additional standards for any content area
Not less than 3 levels of achievement
May adopt alternate academic achievement standards for students with the most significant disabilities Aligned with ELA, math, science academic content standards
Adopt English language proficiency standards
Derived from 4 domains of speaking, listening, reading, writing
Proficiency levels of English learners making progress in learning English
Aligned with state academic standards
Current Reality in Alaska
Adopted ELA and math standards in 2012
ELA = reading, writing, listening, speaking
Math = content and practices
ELA, math standards developed with Alaskan educators and stakeholder feedback; more challenging; comparable to other states’ standards • cultural standards
Science grade level expectations adopted in 2006.
Science standards have not been reviewed to determine alignment to credit-bearing higher education courses.
Adopted standards in other content areas, including cultural standards.
The state does not currently have CTE standards, but is in process of developing them.
The current ELA and math achievement standards include 4 levels (1 – 4, levels 3 and 4 are meeting standards) The current science achievement standards include 4 levels (advanced, proficient, below proficient, far below proficient)
Alaska has adopted the Essential Elements, which are alternate achievement levels linked to the Learning Map and to our AK standards in ELA, Math and to alternate grade level expectations in science for students with significant cognitive disabilities
Alaska has adopted the WIDA English language proficiency standards.
ASSESSMENTS
Implement a set of high quality student academic assessments for all students, all public schools
ESSA Provisions
Implement a set of high quality student academic assessments for all students, all public schools
Mathematics, language arts, science
aligned with the challenging State academic standards,
measure student attainment of such standards in at least three achievement levels
whether the student is performing at the student’s grade level
be used for purposes for which such assessments are valid and reliable, consistent with relevant, nationally recognized professional and technical testing standards, objectively measure academic achievement, knowledge, and skills
do not evaluate or assess personal or family beliefs and attitudes, or publicly disclose personally identifiable information
be of adequate technical quality
May assess other subjects
Math, language arts
In each grade 3–8
once in grades 9 – 12
Science
once in grades 3-5
once in grades 6-9
once in grades 10-12
Current Reality in Alaska
Current assessment, Alaska Measures of Progress (AMP), is aligned to the ELA and Math standards.
Not yet peer reviewed for technical quality (technical report available this month and technical advisory committee (TAC) will be reviewing)
All items reviewed by EED, educators for bias and sensitivity
ELA and math assessment does not yet measure the full depth and breadth of the standards
Listening is field-tested this year
Performance tasks were planned for 2017 to assess writing and math problem solving/practices
AMP assessments is administered to grades 3-10.
The Alaska Science Assessment is aligned to the science GLEs.
Peer reviewed for technical quality.
All items reviewed by EED, educators for bias and sensitivity
Alaska science assessment is administered to grades 4, 8, 10
Involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding,
may be partially delivered in the form of portfolios, projects, or extended performance tasks
May include measures of student academic growth
At the state’s discretion administered through
a single summative assessment <br/ >OR
multiple statewide interim assessments during the course of the academic year that result in a single summative score that provides valid, reliable, and transparent information on student achievement or growth
May develop and administer computer adaptive assessments
Measure student’s academic proficiency on grade level standards
Growth toward standards
May use items above or below student’s grade level
Current Reality in Alaska
Measuring higher order thinking
AMP ELA and math assessment item specifications includes depth of knowledge (DOK) measures of 1-4
ELA and math assessment plan was to include performance tasks (field test planned for 2016 postponed).
Science assessment does not include high order thinking measures
Growth
Growth can be measured on AMP ELA and math assessments, but decisions not yet made on how to measure student growth
a value table was used on previous assessment (SBA)
growth was not measured on science assessment
Adaptivity
ELA/Math was planned to go adaptive in the spring 2017 administration.
Alaska currently administered a summative assessment in a stage format. Stages can be taken all at once or spaced out over any number of days.
AMP had a stage adaptive design (as opposed to an item adaptive design)
Adaptive assessments allow for greater score precision, especially for students who score at either end of the scale
Adaptive assessments require a more robust item bank
Items require a process to write, review, and field test
AMP was designed to adjust item difficulty, but not go below grade level (high achieving students would see some items from one grade level above)
AK Science test was not adaptive.
ASSESSMENTS
Nationally-recognized high school academic assessment option
ESSA Provisions
States may approve nationally recognized high school academic assessments for districts to choose to administer in lieu of the state high school assessment for math, language arts, and science.
Aligned to state standards
Equally or more rigorous
Provides data that differentiates between schools
Current Reality in Alaska
Alaska has given a college & career ready assessment (CCRA) for two years (2015, 2016), as required by statute. It required students to take the SAT, ACT, or WorkKeys assessment as a graduation requirement.
Previously AK required students to take WorkKeys in their grade 11 year.
This statute has been repealed.
Not all schools/communities in AK are able to administer the ACT or SAT test during the school day without a state contract due to the requirements of the vendor.
ASSESSMENTS
Participation; assessment time limits
ESSA Provisions
Allowed: state or local laws that allow parents to decide about their child’s participation in academic assessments.
States may set a target limit on the amount of time devoted to the administration of state required assessments for each grade (percentage of instructional hours)
Current Reality in Alaska
Alaska does not currently have state laws that address parents’ rights about having their child tested. Some districts have local procedures to document parent and student refusal.
2015 was the first year there was a significant issue in AK with participation. The issue was concentrated primarily in correspondence schools and few communities.
Alaska does not currently have a limit on state required testing.
ASSESSMENTS
Accommodations, reports, language assessments
ESSA Provisions
Accommodations required for
students with disabilities
English learners
Reports
Produce individual student reports of achievement on math, language arts, science assessments
interpretive, descriptive, and diagnostic
allow parents, teachers, principals, and other school leaders to understand and address the specific academic needs of students
in an understandable and uniform format
to the extent practicable, in a language that parents can understand
LANGUAGE ASSESSMENTS.— ‘‘(i) IN GENERAL.—Each State plan shall identify the languages other than English that are present to a significant extent in the participating student population of the State and indicate the languages for which annual student academic assessments are not available and are needed. ‘‘(ii) SECRETARIAL ASSISTANCE.—The State shall make every effort to develop such assessments and may request assistance from the Secretary if linguistically accessible academic assessment measures are needed. (English learners required to take the tests in English after 3 years in US schools, with the possible exception up to 5 years on a case-by-case basis. English learners entering school in Kindergarten would be required to test in English in grade 3.)
Current Reality in Alaska
Accommodations
Our current computer based ELA, math and science assessments offer both universal tools for all students as well as innovative accommodation tools for students with disabilities, ELs, etc.
Reports
ELA and Math reports for AMP 2015 were not well-received by educators or the public. Criticisms:
Too much text
Reading level too high
Confusing graphs (subscores)
Not enough detailed information
Not enough information to know what to do next for student
Student scores were based on 55 items. This makes reporting out on specific skills difficult to do reliably.
Reports were available only in English.
Language
Currently assessments are administered in English only.