MINNESOTA SPOKESMAN-RECORDER — “He who passively accepts evil is as much involved in it as he who helps perpetrates it. He who accepts evil without protesting it is really cooperating with it.” —Rev. Dr. Martin Luther King
[/media-credit] Andrea Jenkins
What is evil in this world? Racism, sexism, poverty and war. These are the evils that I am concerned about, protest about, and work each and every day to eliminate.
Last month, I had the amazing opportunity to visit the Smithsonian Museum of African History, in Washington D.C. with my family. When you enter the building you embark onto a large elevator that holds about 75 people, and it’s not until you go down three and half stories that you realize it was designed to replicate the feeling of being crammed into a slave ship. Then you actually enter the bowels of a replicated slave ship; I tried holding back the tears, and did for a while.
The journey goes through slavery, the Civil War, and reconstruction (which is where the tears began to fall). I learned that during this period there were many Black elected officials all over the country, prolific in the South. Blacks (more than 100 Blacks held public office after the Civil War) served on city councils and as state legislators, and there were mayors, congressmen and U.S. Senators.
Having recently been elected to serve on the Minneapolis City Council, it really hit me hard what an enormous responsibility I have taken on. Because about five years after the Civil War, the KKK was born, and gerrymandering and voter suppression through violence created an environment that made it impossible for Blacks to continue to build political power.
Each generation has a responsibility to move human history forward. Witnessing the journey that African Americans have been on since arriving on the shores of the Atlantic Ocean was a deeply moving moment. We have consistently, persistently and diligently tried to bring America closer to realizing the true meaning of its creed.
Those hopes, dreams and prayers were manifested in Dr. King’s life and work. But the work continues, and this is the vision I have for our “Beloved Community.”
“Reconstruction,” in Encyclopedia of African American Culture and History. v.4. New York: Macmillan Library Reference USA, 1996.
WASHINGTON – U.S. Secretary of Education Betsy DeVos today announced the approval of Minnesota and West Virginia’s consolidated state plans under the Every Student Succeeds Act (ESSA).
“States continue to embrace the flexibility and power given to them under ESSA,” said Secretary DeVos. “I am pleased to approve these plans, which comply with the requirements of the law. I look forward to seeing how the states turn ideas into action to improve outcomes for all students.”
Allowing states more flexibility in how they deliver education to students is at the core of ESSA. Each state crafted a plan that it feels will best offer educational opportunities to meet the needs of the state and its students. The following are some of the unique elements from each state’s approved plan as highlighted by each state:
Minnesota
Plans to ensure that by 2020, 90 percent of all students will graduate from high school in four years and that the state aligns its efforts with its workforce development goals.
Identifies 25 percent of the lowest-performing schools across three domains—math, reading and English learner proficiency—to ensure all schools in need of support are identified and assisted, with the greatest support directed to the most acutely low-performing schools.
“Nothing is more important to Minnesotans than making sure every child has access to a great education,” said Minnesota Commissioner of Education Brenda Cassellius. “That consensus was shared by a broad majority of parents, community members and stakeholders across our state who made equity and ambitious goals the central tenants of our ESSA plan. Together, we created a shared definition of equity that serves as the foundation for a plan that is actionable, research-based and rooted in the best practices for supporting schools. Combined with rigorous accountability expectations, strategic support for schools that need it most, and the promise of easy-to-understand and transparent reporting for teachers, parents, and the public, this plan is a significant step forward in our shared vision for all kids. I look forward to implementing our new plan, and supporting every Minnesota educator as they work even harder to ensure every child has the same opportunity to learn, succeed and thrive.”
West Virginia
Plans to reduce the number of non-proficient students, overall and for each subgroup, in half by 2030.
Provides LEAs access to evidence-based interventions and professional development based on performance on individual indicators within the Statewide Accountability System, so that any school struggling with a single indicator receives support.
“The intent of our ESSA plan is to be a catalyst for economic growth and development in West Virginia. Our goal is to ensure that every student is provided the opportunity to be successful after graduating high school in their chosen career and/or post-secondary endeavors. Our comprehensive system will individualize support and capitalize on a network of education partnerships, while supporting Gov. Jim Justice’s focus on education and economic development,” said Steven Paine, West Virginia’s state superintendent of schools.
EDUCATION WEEK — Minnesota, New York, Virginia, and West Virginia have some work to do on their plans to implement the Every Student Succeeds Act, according to the U.S. Department of Education.
All four states, who were among the 34 that turned in their plans this fall, were flagged for issues with accountability, helping low-performing schools improve, and other areas. So far, ten other states that turned in their plans this fall — Alabama, Alaska, Georgia, Kansas, Maryland, Montana, North Carolina, South Dakota, Utah, and Wyoming—have received feedback from the feds. Puerto Rico has also gotten a response on its plan. (Check out our summaries of their feedback here and here.)
Plus, sixteen states and the District of Columbia, all of which submitted plans in the spring, have gotten the all-clear from U.S. Secretary of Education Betsy DeVos. Colorado, which asked for extra time on its application, is the only spring state still waiting for approval.
So what problems did the department find in this latest round of states? Here’s a quick look. Click on the state’s name for a link to the feds’ letter…
Read the full article here: May require an Education Week subscription.
Most parents and educators want school cafeterias to serve food that is fresh, local, organic, and nutritious. But the truth is that many school nutrition programs operate on a freezer-to-oven basis. Meals arrive highly processed and ready to pop into the oven.
That’s what Sheila Mulrooney Eldred found nearly a decade ago when she first visited public elementary schools in Minneapolis trying to select one for her children. “I was appalled by the cafeteria choices: sugar-saturated cereals for breakfast, pre-packaged French Toast ‘stix’ with syrup for lunch, and chocolate- or strawberry-flavored milk,” the health and fitness journalist wrote in 2016 for Minnesota Monthly.
Changes in nutritional requirements under the Healthy and Hunger Free Kids Act of 2010, however, have required more fruits, vegetable, and whole grains, and cutbacks on calories and sodium. Now that the measure is law, students eat 16 percent more vegetables and 23 percent more fruit at lunch, according to a 2014 Harvard study.
The changes are also visible throughout Minneapolis Public Schools, where, since 2011, more than 30,000 students have received locally sourced foods—things like fresh produce, meats, and baked goods. Minneapolis isn’t the only city that’s changing its menu…
…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…
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…”
Sen. Lamar Alexander, R-Tenn., told a roomful of state education chiefs Tuesday that he’ll push to fund the new block grant Congress created under the Every Student Succeeds Act to help districts cover the cost of health, safety, technology programs, and moer. And he said he looks forward to the kind of innovation and change the new law can bring to states.
Meanwhile, Rep. Bobby Scott, D-Va., also an ESSA architect and the top Democrat on the House education committee, challenged states to develop plans that will look out for historically disadvantaged groups of students.
Education Evolving
Originally Published, January 4, 2017
For the past five months, we have followed the development of Minnesota’s state accountability plan as mandated by the federal Every Student Succeeds Act (ESSA). While the US Department of Education (USDE) has defined what must be included in four of the plans’ required indicators, states have the freedom to choose which measures they will include in their fifth indicator, of school quality/student success (SQ/SS).
As we’ve previously written, because of the lack of available data, chronic absenteeism was identified by the Minnesota Department of Education (MDE) as the only SQ/SS measure that’s currently feasible for Minnesota. However, on November 29th, USDE extended ESSA implementation by one year, giving MDE’s Advisory Committee additional time to create a well-rounded SQ/SS indicator that would, ideally, include more than chronic absenteeism.
While most states have not released their ESSA draft plans, thirteen have—Arizona, Delaware, Idaho, Illinois, Louisiana, Maryland, Montana, North Carolina, Oklahoma, Oregon, South Carolina, Tennessee, and Washington. Arizona, Idaho, Montana, and North Carolina, however, do not define what possible SQ/SS measures their state will use.
All of the other states, except South Carolina, indicated that they intend to use chronic absenteeism as one of their SQ/SS measures; with Delaware, Maryland, Tennessee, and Washington using it only for elementary and middle schools.
Two SQ/SS measures were prominent throughout the state’s draft plans—Career and College Readiness and 9th Grade On-Track. Below are descriptions of the measures.
College and Career Readiness Measure
Seven states—Delaware, Illinois, Maryland, Oklahoma, South Carolina, Tennessee, and Washington—have some form of a College and Career Readiness measure that calculates a school’s performance on or access to Advanced Placement (AP), International Baccalaureate (IB), SAT, ACT, Career and Technical Education (CTE), and Dual Enrollment.
South Carolina’s measure is more complex, with high schools earning points based on the percentage of students who meet the College Ready/Career Ready benchmark, which is comprised of several different metrics, such as earning a 3 or higher on an AP exam or meeting ACT benchmarks in mathematics (22) and English (18).
Similarly, Tennessee’s measure, Ready Graduate, is calculated by multiplying the graduation rate and the highest percentage of students who do one of the following:
Score a 21+ on the ACT OR
Complete 4 Early Postsecondary Opportunities (EPSOs) OR
Complete 2 EPSOs and earn an industry certification
Washington’s measure is more prescriptive. It only has a metric for dual credit participation, which is measured by the percent of students who participate in a dual credit educational program.
Delaware is the only state whose measure includes a metric for elementary and middle schools. Specifically, Delaware uses a “growth to proficiency” metric, which measures the percentage of students on track to be at grade level in a given content area within three years.
Minnesota initially considered including a College and Career Readiness measure, but due to insufficient and misaligned data systems, the Technical Committee decided at the October 25th meeting to delay its inclusion.
9th Grade On-Track Measure
Three states—Illinois, Oregon, and Washington—indicated in their draft plans that they intended to use 9th-grade on track as a measure, which is the percent of first-time 9th grade students in a high school who do not fail a course.
Other SQ/SS Measures
Illinois: Early childhood education, which would be measured by kindergarten transition, pre-literacy activities, and academic gains. Unfortunately, the draft plan did not flesh out what “kindergarten transition” would measure, but it did indicate that it might not be ready for the 2017-18 academic year.
Illinois’ plan indicated that they may also use a school climate survey. Currently, Illinois uses the 5Essentials survey, which was developed at the University of Chicago and measures a school’s effectiveness in the following five areas:
Effective Leaders
Collaborative Teachers
Involved Families
Supportive Environments
Ambitious Instruction
Louisiana: Their ESSA Framework included a comprehensive list of SQ/SS measures that were divided into four categories:
Mastery of Fundamental Skills
Serving Historically Disadvantaged Students
Fair and Equitable Access to Enriching Experiences
Celebrating and Strengthening the Teaching Profession
Louisiana’s entire list of SQ/SS measures can be found here.
South Carolina: An “Effective Learning Environment Student Survey”, which would be administered every January to students in grades 4-12 and would include 29 items that measure topics on equitable learning, high expectations, supportive learning, active learning, progress monitoring and feedback, digital learning, and well-managed learning.
We will continue to report on ESSA updates in Minnesota and the country. MDE’s next ESSA Accountability meeting is scheduled for Thursday, January 5th from 5:30-8:00 PM. For more information about MDE’s ESSA implementation plan, visit their website.
It’s one of the most controversial questions about the Every Student Succeeds Act and accountability in general: How should schools be graded?
Since nearly all states have at least turned in their ESSA plans, and many ESSA plans have been approved, we now have a good idea of how states are answering those questions. Keep one thing in mind: ESSA requires certain low-performing schools to be identified as needing either targeted or comprehensive support. States have no wiggle room on that. But beyond that, states can assign things like A-F grades, stars, or points. Based on the states that have turned in their plans—and remember, not every state has—We did some good old-fashioned counting and came to the following conclusions, in chart form:
Here are a few notes about that chart.
1) Many states use some kind of points system only as a starting point, since they then use those systems to arrive at final grades or scores that are presented differently to the public…
EDUCATION WEEK — Minnesota, New York, Virginia, and West Virginia have some work to do on their plans to implement the Every Student Succeeds Act, according to the U.S. Department of Education.
Most parents and educators want school cafeterias to serve food that is fresh, local, organic, and nutritious. But the truth is that many school nutrition programs operate on a freezer-to-oven basis. Meals arrive highly processed and ready to pop into the oven.
