…on to our next question, which deals with ESSA funding. It comes from Sarah Boder, the director of policy & affiliate relations at the North American Association of Environmental Education.
Boder wants to know: “What’s the latest timeline for distribution of Title IVA funds to states? Are they able to receive funds as soon as their plans are approved? Do you have any sense of how many states will opt to administer those grants competitively, given the smaller appropriation?”
First off, what exactly is Title IV? And what does Boder mean by a “smaller appropriation”?
ESSA cut dozens of programs in the U.S. Department of Education and combined them into one giant block grant districts can use for everything from safety and health programs to arts education to Advanced Placement course fees. The program was supposed to get about $1.6 million annually, but Congress only provided $400 million for fiscal 2017. To help districts get more bang for their buck, lawmakers gave states the option to compete out the funds. They could also choose to dole them out by formula, with the goal of giving each district at least $10,000…
The U.S. Department of Education has had a light touch in implementation of the Every Student Succeeds Act. So far, it has approved just about every ESSA plan to come down the pike—except for one: Michigan.
The big takeaway: The department appears to think that Michigan’s application is now thorough enough to review. That could be a signal that U.S. Secretary of Education Betsy DeVos is likely to approve her home state’s plan.
The department did flag some problems with the state’s application though. For instance, the state did not set long-term goals for achievement that say exactly what Michigan expects for different subgroups of students, including English-language learners, students in special education, and racial minorities. And it isn’t sure that Michigan’s system makes it possible to compare schools across the state…
St. Louis — State education chiefs are scrambling staff duties and outsourcing tasks such as data collection and school improvement efforts as they prepare for new responsibilities under the Every Student Succeeds Act—at the same time they cope with continued funding and staffing pressures.
ESSA, which goes into effect for accountability purposes next fall, is a mixed blessing in the view of state superintendents who have long asked for more flexibility to figure out on their own how best to improve student outcomes.
One big challenge: Budget cuts in recent years have left large swaths of state education departments squeezed on the capacity to carry out the training, data collecting, and innovation necessary to fully exploit that flexibility.
That tension was top of mind this month as the Council of Chief State School Officers gathered here for its annual policy forum.
With all their ESSA accountability plans now submitted to the U.S. Department of Education for approval, state education agencies in the coming months move into the implementation phase, which has the potential to be more arduous and politically contentious than the planning phase that took place over the previous two years…
LANSING, Mich. – Gov. Rick Snyder today announced the appointment of Heidi Maltby-Skodack of Traverse City to the MiSTEM Advisory Council.
The 11-member council was created to advise the Governor, Legislature, Department of Talent and Economic Development, and Department of Education with recommendations designed to improve and promote innovation and collaboration in STEM education and prepare students for careers in science, technology, engineering, and mathematics.
“Heidi’s distinguished background and commitment to promoting STEM programs will make her a great addition to this council,” Snyder said.
Maltby-Skodack is the assistant principal and STEM director for Traverse City Public Schools, and previously served as the STEM & PLTW district delegate/coordinator and the CTE Engineering/architecture/robotics instructor for Farmington Public Schools. She holds a bachelor’s degree in architecture from Lawrence Technological University and a master of science CTE administration from Ferris State University. She will fill a vacancy created by the resignation of Satish Udpa.
She will serve a term expiring at the pleasure of the Governor.
Senate education committee Democrats used the confirmation hearing of two top U.S. Department of Education nominees to make their case against the Trump administration’s favorite K-12 policy: School choice.
Both contenders have long records in pushing for charters, vouchers, tax-credit scholarships, and other types of school choice programs. Mick Zais, who has been tapped for deputy secretary of education, the No. 2 post at the agency, helped create a tax-credit scholarship for students in special education when he was the state chief in South Carolina.
And Jim Blew, who has been tapped as assistant secretary for planning, evaluation, and policy analysis, spent nearly a decade as the Walton Family Foundation’s director of K-12 reform, advising the foundation on how to broaden schooling options for low-income communities.
Sen. Patty Murray of Washington, the top Democrat on the panel, kicked off the hearing by saying that she finds it “troubling” that Zais shares Secretary of Education Betsy DeVos’ views on “privatization.” And she told Blew that his “record of promoting school vouchers gives me pause that you will not stand up for students and public schools.”
Senator after senator on the Democratic side of the dais echoed those concerns.
Sen. Al Franken, D-Minn., for instance, asked Zais if he was aware that the research on the efficacy of school choice is “abysmal.” Zais said, in his experience, broadening educational options improves student outcomes. But he agreed with Franken that the evidence for that is “anecdotal…”
More than 1,000 people and organizations had some thoughts for DeVos and her team when it comes to these priorities, which the department will use to help decide who gets hundreds of millions of dollars in competitive grants.
DeVos had pitched giving applicants a leg-up in applying for the funds if they focus on school choice, innovation, citizenship, meeting the needs of children with disabilities, STEM, literacy, effective instruction, improving school climate, expanding economic opportunity, or helping military-connected students. She gave the education community thirty days to offer formal feedback.
She got nearly 1,500 comments from the education field. We read them, well, okay, fine, some of them, so you don’t have to.
“The Department should not reward states for adopting voucher programs that do not serve all students, fail to improve academic achievement, undermine public education funding, harm religious freedom and lack critical accountability for taxpayers,” the groups wrote.
MADISON — In the second year of report cards that use legislatively mandated growth and value-added calculations, 82 percent of Wisconsin’s public and private school report cards had three or more stars, meaning the schools met or exceeded expectations for educating students. More than 95 percent of the state’s public school districts earned a three-star rating.
Overall, 361 public and private school report cards earned five-star ratings, 719 had four stars, 643 had three stars, 261 had two stars, and 117 schools earned one star. Another 173 schools achieved satisfactory progress and 21 need improvement through alternate accountability. There were 152 report cards for 140 private choice schools that are not rated because there was insufficient data. This is the second year that choice schools were included in report cards and the second year the schools could opt to have both a choice student and an all student report card.
On district level report cards, 44 districts earned five-star ratings, 190 had four stars, 166 earned three stars, and 20 had two stars. One district, the Herman-Rubicon-Neosho School District, was not rated because of district consolidation. Another district, the Norris School District with enrollment of 14 students in 2016-17, made satisfactory progress through alternate accountability.
Alternate accountability is a district supervised self-evaluation of a school’s performance on raising student achievement in English language arts and mathematics. The alternate accountability process is used for new schools, schools without tested grades, schools exclusively serving at-risk students, and schools with fewer than 20 full academic year students who took state tests.
Accountability ratings are calculated on four priority areas: student achievement in English language arts and mathematics, school growth, closing gaps between student groups, and measures of postsecondary readiness, which includes graduation and attendance rates, third-grade English language arts achievement, and eighth-grade mathematics achievement. Additionally, schools and districts could have point deductions for missing targets for student engagement: absenteeism must be less than 13 percent and dropout rates must be less than 6 percent.
For the 2016-17 report cards, 162 schools and 24 districts had score fluctuations of 10 or more points in both overall and growth scores compared to 2015-16, which is larger variability than expected. Their report cards carry a ^ notation because it is unclear if the score change accurately reflects the amount of change in performance or a symptom of statistical volatility. Report card requirements in Wisconsin Act 55, the 2015-17 budget bill, mandated the use of value-added growth scoring and variable weighting based on the percentage of economically disadvantaged students enrolled in a school or district. Prior to Act 55, overall annual report card score change averaged 3.3 points. Since Act 55, the average score change is 5.8 points. Although volatility in value-added scores may decrease with another year of Forward testing, score fluctuations are likely to continue especially for small schools and districts as well as schools and districts with high percentages of economically disadvantaged students. The Department of Public Instruction is engaging with state policymakers, technical experts, and stakeholders about how best to address these issues. Any changes to school report cards growth or weighting calculations will require legislative action.
Report cards are intended to help schools and districts use performance data to target improvement efforts to ensure students are ready for their next educational step, including the next grade level, graduation, college, and careers. The 2016-17 report cards use data from a variety of sources, including information reported through WISEdash and two years of Forward and one year of Badger testing as well as three years ACT Plus Writing and Dynamic Learning Maps testing for growth calculations. At least three and up to five years of data are used for the gaps priority area and four years of data is needed to calculate a graduation rate. Schools and districts have access to a number of accountability resources on the department website to support report card discussions with parents, school staff, and the public.
Governor Tom Wolf and the Pennsylvania Department of Education proposed Computer Science for All standards for schools in the State.
During a State Board Education meeting, the Education Department highlighted the significance of making computer science available for all students.
In a statement, Gov. Wolf underlined the reality that the economy is constantly changing. He said over the next decade, seven in ten new jobs in Pennsylvania will require workers to use computers and new technologies.
He also emphasized, “Businesses are growing in Pennsylvania and we know they need skilled workers. We must begin to prepare students now by establishing standards for computer science education in Pennsylvania schools.”
The governor wants students in the State to have the skills they need for the emerging high-demand jobs. According to him, students armed with computer science skills will support middle class families and attract new businesses.
Nationwide, there more than 6 million job openings according to the most recent data from the U.S. Bureau of Labor Statistics. Far too often, businesses say that there are not enough qualified applicants to fill their openings. Now, thanks to the nation’s main education law, there’s something that business can do to change that.
By requiring states and school districts to engage a variety of stakeholders, including business, as they develop plans to educate their students, the Every Student Succeeds Act (ESSA) provides an excellent opportunity for the business community. By working with states and school districts, the business community can help to shape policy to ensure that more students graduate from high school with the skills they need. In today’s economy, students need content knowledge, but they must also understand how to apply that knowledge across a variety of challenging tasks. They also need critical thinking, communications, collaboration, and other deeper learning competencies.
To help business leaders understand the key role they can play in helping students develop these skills, the Alliance for Excellent Education and the Association of Chamber of Commerce Executives have developed a new fact sheet identifying three key areas within ESSA implementation where business can get involved.
First, business leaders can encourage states to include measures of college and career readiness as one of their indicators of school quality or student success. Examples include the percentage of students who enroll and perform in advanced coursework such as Advanced Placement or International Baccalaureate or the percentage of students who enroll, persist, and complete postsecondary education. Louisiana’s ESSA plan includes a “strength of diploma” indicator that measures the quality of a student’s diploma while Tennessee uses a “ready graduate” indicator that incentivizes students to pursue postsecondary experiences while still in high school…
Download the fact sheet from Alliance for Excellent Education and Association of Chamber of Commerce Executives to learn more about these recommendations and how business leaders can get involved.
In 2011, Arizona became the first state to adopt the most flexible school reform yet, an education savings account (ESA) plan. It provides parents who believe their child is poorly served in the local public school with an annual budget they can spend on a wide variety of accredited alternatives—not just private or parochial schools, but tutoring, online academies, special-needs services, and even computer equipment for home schooling.
More recently, five other states have followed Arizona’s lead: Florida, Mississippi, Nevada, Tennessee, and just this year North Carolina. Initially these programs were designed to better serve learning-disabled children, but with the realization that most of its students could be educated independently for a fraction of public-school per pupil spending, Nevada authorized a plan open to any of that state’s children in 2015.
To date, Democrats in the Nevada legislature have held up funding for about 10,000 applicants, but nearly all of Arizona’s K-12 children are now eligible for an ESA worth 90 percent of their district’s per pupil spending.
With this history in mind, Marty Lueken, director of fiscal policy and analysis at the EdChoice Foundation, and I decided to calculate how much ESAs could help a financially troubled blue state, where the longstanding alliance of teacher unions and liberal politicians has created per pupil costs that are three, four, and even five times what is needed to independently educate. Our goal was to see how much the taxpayers of Illinois, New Jersey, Kentucky, California, or Connecticut might benefit if just a small percentage of public school families were funded to take charge of their own children’s schooling…
Happy almost Thanksgiving, and welcome to the second installment of Answering Your ESSA Questions!
MADISON — In the second year of report cards that use legislatively mandated growth and value-added calculations, 82 percent of Wisconsin’s public and private school report cards had three or more stars, meaning the schools met or exceeded expectations for educating students. More than 95 percent of the state’s public school districts earned a three-star rating.
On district level report cards, 44 districts earned five-star ratings, 190 had four stars, 166 earned three stars, and 20 had two stars. One district, the Herman-Rubicon-Neosho School District, was not rated because of district consolidation. Another district, the Norris School District with enrollment of 14 students in 2016-17, made satisfactory progress through alternate accountability.
For the 2016-17 report cards, 162 schools and 24 districts had score fluctuations of 10 or more points in both overall and growth scores compared to 2015-16, which is larger variability than expected. Their report cards carry a ^ notation because it is unclear if the score change accurately reflects the amount of change in performance or a symptom of statistical volatility. Report card requirements in Wisconsin Act 55, the 2015-17 budget bill, mandated the use of value-added growth scoring and variable weighting based on the percentage of economically disadvantaged students enrolled in a school or district. Prior to Act 55, overall annual report card score change averaged 3.3 points. Since Act 55, the average score change is 5.8 points. Although volatility in value-added scores may decrease with another year of Forward testing, score fluctuations are likely to continue especially for small schools and districts as well as schools and districts with high percentages of economically disadvantaged students. The Department of Public Instruction is engaging with state policymakers, technical experts, and stakeholders about how best to address these issues. Any changes to school report cards growth or weighting calculations will require legislative action.
