About 1 out of every 10 public school students in the United States right now is learning to speak English. They’re called ELLs, for “English Language Learners.”
There are nearly 5 million of them, and educating them — in English and all the other subjects and skills they’ll need — is one of the biggest challenges in U.S. public education today.
As part of our reporting project, 5 Million Voices, we set out to gather up all the data and information we could find about who these students are and how they’re being taught. Here’s our snapshot:
The vast majority — some 3.8 million ELL students — speak Spanish. But there are lots of other languages too, including Chinese (Cantonese and Mandarin), Arabic and Vietnamese.
New York Times Magazine — In the days leading up to and after Betsy DeVos’s confirmation as secretary of education, a hashtag spread across Twitter: #publicschoolproud. Parents and teachers tweeted photos of their kids studying, performing, eating lunch together. People of all races tweeted about how public schools changed them, saved them, helped them succeed. The hashtag and storytelling was a rebuttal to DeVos, who called traditional public schools a “dead end” and who bankrolled efforts to pass reforms in Michigan, her home state, that would funnel public funds in the form of vouchers into religious and privately operated schools and encouraged the proliferation of for-profit charter schools. The tweets railed against DeVos’s labeling of public schools as an industry that needed to adopt the free-market principles of competition and choice. #Publicschoolproud was seen as an effort to show that public schools still mattered.
But the enthusiastic defense obscured a larger truth: We began moving away from the “public” in public education a long time ago. In fact, treating public schools like a business these days is largely a matter of fact in many places. Parents have pushed for school-choice policies that encourage shopping for public schools that they hope will give their children an advantage and for the expansion of charter schools that are run by private organizations with public funds. Large numbers of public schools have selective admissions policies that keep most kids out. And parents pay top dollar to buy into neighborhoods zoned to “good” public schools that can be as exclusive as private ones. The glaring reality is, whether we are talking about schools or other institutions, it seems as if we have forgotten what “public” really means.
Think back to grade school for a moment and envision that one teacher who could captivate you more than any other. Did that teacher look a bit like you? One recent study says: probably.
There’s mounting evidence that when black students have black teachers, those students are more likely to graduate high school. That new study takes this idea even further, providing insight into the way students actually think and feel about the teachers who look like them and those who don’t.
Here’s how it worked:
Researchers surveyed more than 80,000 public school students, grades four through eight, across six different states.
These students were asked to evaluate how well their teachers led their classrooms.
The researchers paid special attention to the way students — black, white and Hispanic — in the same classes rated the same teachers.
The study found that when students had teachers of the same race as them, they reported feeling more cared for, more interested in their schoolwork and more confident in their teachers’ abilities to communicate with them. These students also reported putting forth more effort in school and having higher college aspirations.
When students had teachers who didn’t look like them, the study found, they reported lower levels of these feelings and attitudes. These trends were most visible in black students, especially black girls.
These findings support the idea that students do better in school when they can view their teachers as role models, says Brian Kisida, who coauthored the paper. And if that teacher looks like you, you might perceive them as precisely that, a role model.
One problem: a growing number of students don’t have teachers who look like them. The majority of students in public school are students of color, while most teachers identify as white. And this so-called teacher-diversity gap likely contributes to racial disparities in academic performance.
“The national achievement gap is unidirectional,” says Anna Egalite, another coauthor. Students who are white fare far better than students who aren’t, and that might have something to do with the relative homogeneity of teachers. According to recent statistics, just 18 percent of teachers were people of color.
But a more diverse population of teachers alone won’t help students of color, says Gloria Ladson-Billings, a professor of education at the University of Wisconsin-Madison. To change attitudes and behaviors about school, she says, “We need teachers who view their students of color as whole people.”
And that’s key because diversifying the teaching force might take a while. But one thing policymakers can do to shrink the achievement gap, Egalite and Kisida say, is pay attention to the things students of color say they appreciate about having teachers who look like them. Only then, they say, can practitioners train teachers to communicate with diverse bodies of students.
Every day, decisions are being made by policymakers at the federal, state, and district level that impact school leaders and students. With the Every Student Succeeds Act (ESSA), school leaders like you have the opportunity to work collaboratively with state legislators to develop and influence program funding in order to provide the highest quality education for your students.
For that very reason, NASSP has developed the ESSA Toolkit for Principals to empower you to be influencers throughout the implementation process. Use this toolkit as your resource as you reach out and urge your federal and local legislators to fully fund and implement the law.
ESSA Fact Sheets
The ESSA Fact Sheets will help school leaders become experts on the issues that will most affect the practices in their schools. Utilize the fact sheets to get up to speed on what each title includes and opportunities for you to advocate.
The toolkit has sample letters, op-eds, social media posts, and tutorials on how to tell your story. Use this as a starting point when you are reaching out to the media.
The law requires principal involvement in the planning process for each state. To get involved, you can visit your state department of education ESSA page. We have provided all available links, by state, here.
I am pleased to advise that Pennsylvania has submitted its proposed ESSA Consolidated State Plan to the U.S. Department of Education. A copy of the plan may be viewed on the Department’s ESSA webpage. We have also posted a PowerPoint presentation in both English and Spanish to assist Pennsylvanians in understanding the plan. In addition, the Department has revised its ESSA webpage to include updated content on major elements of the plan, as well as a new section on Stakeholder Engagement. This page includes access to all stakeholder comments submitted to the Department during the formal 30-day public comment period. Please stay tuned for additional resources and updates in the weeks ahead.
Submission of Pennsylvania’s Consolidated State Plan is a significant moment for public education in Pennsylvania. The plan underscores the commonwealth’s commitment to creating more balanced and comprehensive school progress measures, reducing testing time, and supporting Pennsylvania’s educators and school leaders.
Highlights of the plan include:
A focus on providing a “well-rounded education” to students, by identifying the subjects and disciplines that should be part of every child’s education, including the arts, social sciences, health and physical education, STEM and computer science, and other areas;
Broadening the scope of the indicators used to measure school success;
A reduction of testing time on the Pennsylvania State System of Assessments (PSSAs) in English language arts and mathematics by 20 percent beginning in spring 2018;
Strategies for addressing the needs of students through school-based supports and community partnerships;
A strong focus on evidence-based professional development for educators and administrators that emphasizes equity; and
Identifying ways to prepare students to successfully enter postsecondary, career programs, apprenticeship programs, or even the workforce.
The Department is grateful to the thousands of Pennsylvanians who participated in review and comment on plan proposals since ESSA was enacted in December 2015. We look forward to continuing these conversations through the USDE plan approval process and on to implementation in our schools and for the benefit of all of our students in Pennsylvania.
The plan, which was made public at 4:59 p.m. Monday, establishes what the department describes as “ambitious yet attainable” goals of raising student performance, increasing graduation rates and having English learners move toward achieving English language proficiency.
It responds to the oft-heard complaints about too much class time spent on testing by shortening the state exams that third through eighth graders take in English language arts and math.
It also establishes a new school report card that expands the indicators used to measure performance, placing less emphasis on state test scores which educators had sought. The indicators chosen include academic progress, graduation rates, English language proficiency, chronic absenteeism, and career exploration and preparation rates of fifth-, eighth- and 11th-graders.
“Pennsylvania’s ESSA Consolidated State Plan presented the department with an opportunity to shape education in the commonwealth for years to come, a charge we did not take lightly,” said state Education Secretary Pedro Rivera in a news release.
The Red Bank Charter School, one of New Jersey’s longest running, occupies an old home joined with a former elementary school building. Its brightly decorated classrooms are filled with a mix of faces: white, Hispanic, and black students, dressed in navy blue and khaki.
“What makes the school special is, we are integrated. That’s hard to do,” said Meredith Pennotti, the charter school’s principal.
Critics see it differently. By competing for students in Red Bank, the charter school has been accused of contributing to segregation of the Monmouth County borough’s traditional public schools, where 82 percent of elementary and middle-school students are Hispanic, compared with 44 percent in the charter.
Last week, the Pennsylvania Department of Education released a draft of its plan to comply with the new federal education law, the Every Student Succeeds Act (ESSA).
Under the new law, states were given more leeway in how to set education policy and spend federal public school dollars. The most notable news within the report was the announcement that PDE plans to unveil a new school quality metric in 2018 that it believes will foster a more holistic student experience, one less narrowly focused on state standardized tests.
But within the 133 page report there were a few other noteworthy facts about Pennsylvania public schools that caught our attention.
PDE Announces ESSA Consolidated State Plan Draft Now Available for Public Comment
Harrisburg, PA – State Education Secretary Pedro A. Rivera today announced the commonwealth’s proposed Every Student Succeeds Act (ESSA) Consolidated State Plan is on the Pennsylvania Department of Education’s (PDE) website and is available for public comment. The plan builds on an 18-month collaboration between PDE and a diverse group of stakeholders from around the state.
“The Wolf Administration, through its Schools That Teach initiative, has been focused on ensuring that all students, regardless of their age, socioeconomic status, or zip code, have access to high-quality educators and schools,” said Secretary Rivera. “Pennsylvania’s ESSA Consolidated State Plan accelerates state-level priorities in these same areas, and helps the state transition from the prescriptive policies and unintended consequences of NCLB to a more student-centered approach.”
To develop the ESSA Consolidated State Plan, PDE:
Assembled four work groups – comprised of teachers, charter school and district level administrators, advocates, civil rights leaders, former policymakers from both parties, and others – to study key aspects of the law and develop framework recommendations;
Commissioned an independent study to examine work group recommendations in the context of academic literature and other evidence;
Testified before the House and Senate Education committees and worked with lawmakers to address plan components;
Held six dedicated town halls in every region of the commonwealth to gather additional stakeholder feedback;
Participated in approximately 30 statewide conferences, professional association meetings, and other forums to reach more than 2,000 Pennsylvanians and present on the state’s ESSA planning and early implementation; and
Consulted with national nonpartisan policy and technical experts (American Institutes for Research, Council of Chief State School Officers, Education Commission of the States) to solicit additional insight, feedback, and suggestions for specific plan components.
Rivera noted that the plan also presents new opportunities for the commonwealth to develop, recruit, and retain a talented and diverse pool of educators, bolsters college and career readiness and effective transition strategies throughout the pre-K to postsecondary continuum, and focuses on student and school equity.
Additionally, the development of the Future Ready PA Index, a new, public-facing school report card that expands the indicators used to measure performance, extends the comprehensive approach to ensuring student and school success. The Index will place additional emphasis on academic growth, evaluation of school climate through a robust chronic absenteeism measure, attention to both four-year and extended-year graduation rates, and assessments of postsecondary readiness.
“The plan represents a collaborative, evidence-based approach to help every student, in every Pennsylvania public school, access a high-quality, well-rounded education,” said Secretary Rivera. “That collaboration continues as we invite stakeholders and members of the public to provide feedback on Pennsylvania’s Consolidated State Plan.”
Rivera added that public comment will close on September 2, and the Department will submit its Consolidated State Plan to the U.S. Department of Education on September 18. Initial implementation of the plan will begin in the 2017-18 school year, with full rollout by 2018-19.
For more information about Pennsylvania’s education policies and programs, or to read the ESSA Consolidated State Plan, visit the Department of Education’s website at www.education.pa.gov or follow PDE on Facebook, Twitter, or Pinterest.
The Pennsylvania Department of Education will unveil a new school quality metric in 2018 — dubbed the Future Ready PA Index — that it believes will foster a more holistic student experience, one less narrowly focused on state standardized tests.
The change was announced Wednesday as part of PDE’s plan to comply with the Every Student Succeeds Act (ESSA). That is the flagship federal education law, updated under President Obama in 2015.
Under that law, states were given more leeway in how to set education policy and spend federal public school dollars.
“It’s provided Pennsylvania with a once in a decade opportunity to revisit our assessment, accountability, and student support systems, and make changes with greater autonomy than we’ve been able to do in the past,” said department deputy secretary Matthew Stem. “It’s really given us an opportunity to focus on more holistic supports and holistic instructional strategies.”
Pennsylvania will still have a strong, federally required commitment to standardized testing with scores broken down by subgroup, but Stem says the new plan will push schools to foster better critical thinking and collaboration skills.
Welcome to the ESSA Toolkit for Principals
The ESSA State Plan and related materials are now available on the PDE web site at 