With the 2018-19 school year in full swing, U.S. Secretary of Education Betsy DeVos has finished approving nearly every state’s plan to implement the Every Student Succeeds Act. But in some ways, the federal government’s work on ESSA is just beginning.
The federal K-12 law’s hallmark may be state and local control, yet the Education Department still has the responsibility to oversee the more than $21 billion in federal funding pumped out to states and districts under ESSA. That will often take the form of monitoring—in which federal officials take a deep look at state and local implementation of the law.
And the department has other oversight powers, including issuing guidance on the law’s implementation, writing reports on ESSA, and deciding when and how states can revise their plans.
Even though ESSA includes a host of prohibitions on the education secretary’s role, DeVos and her team have broad leeway to decide what those processes should look like, said Reg Leichty, a co-founder of Foresight Law + Policy, a law firm in Washington.
Given the Trump team’s emphasis on local control, “I think they’ll try for a lighter touch” than past administrations, Leichty said. But there are still requirements in the law the department must fill, he added.
“States and districts shouldn’t expect the system to be fundamentally different [from under previous versions of the law.] They are still going to have to file a lot of data,” Leitchy said.
But advocates for traditionally overlooked groups of students aren’t holding their breath for a robust monitoring process, in part because they think the department has already approved state plans that skirt ESSA’s requirements…
Read full article click here, may require ED Week Subscription
This year featured a new president, a new education secretary, and the first year schools began shifting to the Every Student Succeeds Act. It’s been a busy year for us, and to cap it off, we’re highlighting the 10 blog posts we wrote that got the most readership in 2017. Here we go, from the post with the 10th-most views to the post with the most views:
President Donald Trump repeatedly said on the campaign trail in 2016 that he wanted to end the Common Core State Standards. So when U.S. Secretary of Education Betsy DeVos said this to a TV news anchor in April, she was channeling Trump’s stated desire. But DeVos’ statement wasn’t accurate, since more than three dozen states still use the content standards. The Every Student Succeeds Act also prohibits DeVos from getting involved in states’ decisions about standards.
Along with promoting school choice, one of DeVos’ big goals this year has been to restrain the federal government’s role in education when it comes to regulations, as well as the size and scope of the U.S. Department of Education. It doesn’t look like her push to significantly slash the department’s budget has the support of Congress, but DeVos has been trying to trim the department’s staffing levels recently.
The public reporting requirements of the Every Student Succeeds Act (ESSA) offer greater transparency about school quality, according to experts and education advocates who also predict that the new law will empower parents and make them more informed partners in the education process of their children.
President Barack Obama signed ESSA into law on December 10, 2015.
“Public reporting is going to be very important, because state systems, like what goes into [calculating] letter grades for schools, are incredibly complex,” said Phillip Lovell, the vice president of policy development and government relations for the Alliance for Excellent Education, a Washington, D.C.-based national advocacy organization that’s dedicated to ensuring all students graduate from high school, ready for success in college and in the workplace. “States are aware of and working on how to communicate information on school performance clearly.”
Brenna McMahon Parton, the director of policy and advocacy for Data Quality Campaign, one of the nation’s leading voices on education data policy and use, said that everyone deserves information, which is why ESSA requires that report cards are easy to understand.
“To date, states haven’t focused on parent needs and, as a result, report cards are difficult to find and use,” said Parton. “As states develop new report cards, they should be sure that parents will have a one-stop-shop that provides information they need about how students and schools in their community are performing.”
ESSA reauthorized the Elementary and Secondary Education Act (ESEA), the historic civil rights law passed in 1965 and effectively replaced the Bush-era No Child Left Behind Act.
Transparency and parental engagement are integral parts of the new law.
Under ESSA, all schools receiving Title I funds must inform parents of their right to request information about the professional qualifications of their children’s teachers; parents are also encouraged to support their children’s educational experiences by communicating regularly with teachers.
In a post on “The 74,” a nonprofit news site dedicated to education, Rashidah Morgan of the Sweden-based Education First, said that, “Greater transparency about school quality, will ultimately empower parents to make more knowledgeable choices about schools.”
Also, transparency on spending and academic results help the public understand how schools are performing in their communities, said Chad Aldeman, a principal at Bellwether Education Partners, a Washington, D.C.-based nonprofit focused on changing the outcomes and education life for the underserved.
“Accountability systems only work, if people understand what they’re being held accountable for and have enough information to know how to respond,” Aldeman said, adding that parents need good information to make informed choices about where to send their children. “To make that a reality, parents need information about both their own child’s performance, as well as how similar students are performing in other schools.”
Finally, clear, transparent school and district report cards help families make critical decisions and equip community members and the public to push for needed improvement in schools, said Dr. Lillian Lowery, the vice president of PreK-12 Policy, Research and Practice at The Education Trust, a nonprofit based in Washington, D.C. that promotes high academic achievement for students at all levels, particularly students of color and those of low-income.
“ESSA requires states to report a lot of important information on how schools are doing at preparing all groups of students, including students from low-income families, students of color, English learners and students with disabilities, for post-high school success,” said Lowery. “To maximize the usefulness of this information, state leaders should work with families and education advocates to ensure that report cards are easy to access and understand.”
On December 14, 2012, 20-year-old Adam Lanza entered Sandy Hook Elementary School and fatally shot 20 children between six and seven years old, as well as six adult staff members. Prior to driving to the school, he shot and killed his mother at their Newtown home. As first responders arrived at the scene, Lanza committed suicide by shooting himself in the head.
In commemoration of the tragedy, volunteers with the Middle Tennessee chapter of Moms Demand Action for Gun Sense in America, part of Everytown for Gun Safety, gathered to honor the five-year mark of the Sandy Hook School shooting and the 94 Davidson County citizens who died in shootings in 2017.
Also in attendance were State Representatives Bill Beck, State Representative Harold Love, Ashford Hughes, Senior Advisor at the Mayor’s office, and a host of others.
Moms Demand Action volunteers Jennie Hunter and Linda McFadyen-Ketchum light candles as the names of Davidson County Citizens who died in shootings in 2017 are read.
Moms Demand Action was founded by stay-at-home mom Shannon Watts on December 15, 2012, in response to the devastating shooting at Sandy Hook Elementary School. The organization quickly flourished into a leading force for gun violence prevention, with chapters in all 50 states and a powerful grassroots network of moms that has successfully effected change at the local, state and national level. In December 2013, Moms Demand Action partnered with Mayors Against Illegal Guns to unite a nationwide movement of millions of Americans working together to change the game and end the epidemic of gun violence that affects every community.
“There have been over 150,000 shooting deaths in this country in the last 5 yrs. Today on the anniversary of Sandy Hook, we gather together to remember the children and teachers 86 people in Davidson couty have died from homicide by gun this year, that number does not include accidents and suicide,” said Jeannie Hunter, a Moms Demand Action volunteer.
“We gather this weekend with others across the country and every state, and we call upon our local state and national leaders to promote policies and legislation that will reduce the impact of gun violence on all of our community; and urge support of extended background checks, essential legislation endorsed by an overwhelming majority of Americans.”
Those sentiments were echoed by Representative Harold love who said that, “we must do something about gun violence”, affirming his commitment along with that of Representative Bill Beck in doing what they can to help reduce gun violence in Tennessee.
The occasion was somber, with volunteers and those effected by gun violence sharing their stories, thankful for the organizations that is helping to bring positive change to senseless gun violence
“I’m very thankful for the ‘Moms’. I never understood how a mother could survive burying her child, and some days we didn’t think we were going to make it,” said one volunteer. I still don’t understand how a parent can live without their childe, because each day my husband and I struggle.”
Following the service, local artists lead attendees in creating Care Cards that were be mailed to gun violence survivors across the nation.
This event was one of more than 200 across the country commemorating the Sandy Hook five-year mark and asking lawmakers to do more to end gun violence.
Washington — A charter network that puts a premium on social-emotional learning. Public school districts that have improved their graduation rates through a focus on personalized learning and technology. A faith-based organization that exposes students to work-based learning experiences while they earn a high school diploma.
These are all educational institutions that U.S. Secretary of Education Betsy DeVos highlighted Tuesday in a wide-ranging summit about how to “Rethink K-12 Education.” Also on hand: representatives from other charter networks, home schools, religious schools, and public school districts that have tried out new models, such as museum schools.
“This is not a conversation about school choice,” DeVos told reporters after the event wrapped up at U.S. Department of Education headquarters. “This is a conversation about doing what’s right for individual students. And it’s pretty clear from all of the participants today that we have innovation going on in traditional public schools. We have innovation going on in private schools and charter schools and home schools. And the focus really of the conversation is doing what’s right for students and looking for new ways to break down barriers to those opportunities for students.”
Big prevailing themes of the day included empowering children to take charge of their own learning, preparing teachers to offer students a more customized approach, and helping charters and other schools that offer a different approach to partner with traditional public schools…
Read the full story here: May require an Education Week subscription.
The final tax bill that Congress will soon vote on maintains the $250 tax deduction that teachers can use for classroom supplies—and yet teachers’ unions are finding little consolation in a legislative overhaul they say hurts working families.
The version put out by the congressional conference committee Friday afternoon, which still needs to be passed by both the House and Senate and signed into law by President Donald Trump, offers a compromise, keeping the deduction where it is at $250.
K-12 teachers, principals, counselors, and aides have been able to claim the “educator expense deduction” for about 15 years now. Sen. Susan Collins, a Maine Republican who is still in office, pushed for the deduction as a way of helping reimburse teachers who spend money of their own on supplies and professional development. According to a 2016 survey from Scholastic, teachers spend about $530 out of their own pockets each year on classroom items…
Read the full article here: May require an Education Week subscription.
NEA Today spoke with Feldman to talk about what she learned from her interviews with the more than 50 young people who dropped out of high school.
What surprised you most about your findings in your interviews with the students?
Deborah Feldman: What really surprised us was that the overwhelming majority of the youth we interviewed really liked elementary school. Another surprise was how many were willing to blame themselves and how much they deeply regretted their actions that led to dropping out. Finally, what surprised me personally was the lack of interventions. We never know the full story, only the kids’ perspective, but very few recalled having any official interventions for truancy, or interventions from parents or the school.
They seemed to be forgotten by the schools or consciously ignored. We don’t know, but we suspect that in some districts, if a kid isn’t doing well and is a problem, it’s easier to let them slip away. Around the country, districts are cash-strapped and don’t have the resources to follow up on kids with numerous absences.
What was a common reason for dropping out?
DF: There were very distinct patterns we see with kids starting to pull away usually in middle school. The through line in many of their stories was some kind of academic challenge that undermined their faith in themselves as learners, that then led to helplessness and hopelessness about their ability to be a student, which was their primary job in life. Math, in particular, seemed to be the academic trip wire where they stumbled on and never recovered from. Algebra was often the culprit. They developed an “I’m no good at math” sensibility and when they started believing they weren’t able to succeed, they started skipping.
When did the decision to drop out normally occur?
DF: There’s often a tipping point that brings them to the edge — a bullying incident, feeling hopeless academically, like in math. A suspension or expulsion. Some kind of social problem that gets out of hand. Or multiple moves to multiple schools when they finally decide it’s not worth trying to adjust.
Although there’s a tipping point, dropping out can be a long process. About a third of the youth we interviewed were what we called “slow faders.” They started having problems in late elementary and early middle school, started skipping in middle school, and by high school moved into full blown truancy, no longer skipping a period here and there but missing substantial portions of school. They didn’t finally drop out until they were in 11th or 12th grade, or even in their 13th year of high school.
There were very distinct patterns we see with kids starting to pull away usually in middle school. The through line in many of their stories was some kind of academic challenge that undermined their faith in themselves as learners, that then led to helplessness and hopelessness about their ability to be a student”
Another group started skipping in late middle school and dropped out by about the end of tenth grade. Finally, there were the accelerated leavers — kids who tended to come from damaging backgrounds, had mental health problems, problems at home, drug and alcohol problems. This group of students had so many things going on it’s easy to see why they’d be really challenging for schools to work with. Trying to at least stabilize these kid at school should be priority number one…
SUMMARY: In accordance with section 5005 of the Every Student Succeeds Act (ESSA), the Secretary seeks information from the public regarding actions the Department of Education (Department) can take to improve how it considers the unique needs of rural schools and local educational agencies (LEAs) as it develops and implements its policies and programs. The Secretary intends to use this information in issuing a final report, required under section 5005, describing the actions it will take to increase the consideration and participation of rural schools and LEAs in the development and execution of the Department’s processes, procedures, policies, and regulations. (Preliminary report in pdf format)
DATES: We must receive your comments no later than February 18, 2018.
ADDRESSES: Submit your comments through the Federal eRulemaking Portal or via postal mail, commercial delivery, hand delivery, or email. To ensure that we do not receive duplicate copies, please submit your comments only once. In addition, please include the Docket ID (ED-2017-OCO-0139) at the top of your comments.
Federal eRulemaking Portal: Go to www.regulations.gov to submit your comments electronically. Information on using Regulations.gov, including instructions for accessing agency documents, submitting comments, and viewing the docket, is available on the site under the “Help” tab.
Postal Mail, Commercial Delivery, Hand Delivery, or Email: The Department encourages commenters to submit their comments through the Federal eRulemaking Portal. However, if you mail or deliver your comments in response to this request, address them to Michael Chamberlain, U.S. Department of Education, 400 Maryland Avenue, SW, room 5E260, Washington, DC 20202. If you email your comments, send them to rural@ed.gov.
Privacy Note: The Department’s policy is to make all comments received from members of the public available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov. Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available.
FOR FURTHER INFORMATION CONTACT: Michael Chamberlain, U.S. Department of Education, 400 Maryland Avenue, SW, room 5E260, Washington, DC 20202. Telephone: (202) 453-7527 or by email: Michael.chamberlain@ed.gov.
If you use a telecommunications device for the deaf or a text telephone, call the Federal Relay Service, toll free, at 1-800-877-8339.
SUPPLEMENTARY INFORMATION:
Background: Section 5005 of the ESSA (Pub. Law 114-95), which was enacted on December 10, 2015, requires the Department to:
“review the organization, structure, and process and procedures of the Department of Education for administering its programs and developing policy and regulations, in order to—
(A) assess the methods and manner through which, and the extent to which, the Department of Education takes into account, considers input from, and addresses the unique needs and characteristics of rural schools and rural local educational agencies; and
(B) determine actions that the Department of Education can take to meaningfully increase the consideration and participation of rural schools and rural local educational agencies in the development and execution of the processes, procedures, policies, and regulations of the Department of Education.”
Section 5005 also requires the Department to publish a preliminary report containing the information described above and provide Congress and the public with 60 days to comment on the proposed actions. Thereafter, the Department must issue a final report to the Department’s authorizing committees in the U.S. House of Representatives and Senate and carry out each action described in the final report or explain to the authorizing committees the reason for not carrying out any action described in the final report.
Request for Information: Since the passage of the ESSA, the Department has been engaging in the required review and report, including conducting listening sessions on issues facing rural schools and LEAs and ways the Department can address those issues. It gives a brief overview of how the Department is organized and describes how the Department solicited and incorporated input from rural stakeholders as it developed the preliminary report. Additionally, the report explains the processes we currently use to incorporate the rural perspective into our policies and procedures, including processes we have recently implemented in response to stakeholder input, and describes additional proposed actions we can take.
While we invite comment on the entire report, we particularly encourage comment on the proposed actions, as described in the section of the report titled “Additional Actions the Department Can Take to Increase Rural Stakeholder Input.” Specifically, we request feedback on whether:
The actions described in the preliminary report will meaningfully increase the consideration and participation of rural schools and LEAs in the development and execution of the Department’s processes, procedures, policies, and regulations; and
There are other actions the Department can take to achieve this goal.
Accessible Format: Individuals with disabilities can obtain this document in an accessible format (e.g., braille, large print, audiotape, or compact disc) on request to the program contact person listed under FOR FURTHER INFORMATION CONTACT.
Electronic Access to This Document: The official version of this document is the document published in the Federal Register. Free internet access to the official edition of the Federal Register and the Code of Federal Regulations is available via the Federal Digital System at: www.gpo.gov/fdsys. At this site, you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). To use PDF, you must have Adobe Acrobat Reader, which is available free at the site.
You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.
FutureEd, a non-partisan think tank at Georgetown University’s McCourt School of Public Policy, launched a new website on various education related topics including ESSA examination. The organization is designed to “produce clear, compelling analysis on key education issues” for “policymakers, practitioners, the media, and other key education change agents” at the federal and local level.
CHICAGO – Bestselling author and American Ballet Theatre Principal Dancer Misty Copeland will lend her support to advocate for our nation’s libraries as honorary chair of National Library Week, April 8 – 14, 2018. Like librarians and library workers, Copeland’s efforts to lead social change through her writing and teaching fuel the transformation of lives through cultural understanding, education and lifelong learning.
[/media-credit] Misty Copeland
“Libraries Transform: Libraries Lead” is the theme for this year’s 60th anniversary celebration of National Library Week, reminding the public that libraries of all types serve as community compasses that lead users to endless opportunities for community engagement, enrichment and development.
“We are honored that Misty Copeland has agreed to join us as National Library Week honorary chair,” stated American Library Association President Jim Neal. “Copeland’s efforts to lead youth to pursue their dreams regardless of what challenges they may encounter, mirrors the efforts of librarians and library workers, as they work to inspire, educate and lead users to resources that improve lives.”
Copeland’s passion is giving back to communities. She supports many charitable organizations by giving her time and influence to support the greater good. Her generosity and support has extended to libraries by means of print PSAs, social media artwork and other materials that feature Copeland. Free downloadable tools are available now at ala.org/nlw, and more will be added throughout December.
“I’m thrilled to join leaders from the library community in celebrating National Library Week,” Copeland said. “Libraries help people of all backgrounds access the services and resources they need to discover their passions and achieve their goals.”
Copeland is the author of “Ballerina Body,” an instant New York Times Bestseller, published in March 2017. She is the author of the New York Times Bestselling memoir “Life in Motion,” published March 2014. Copeland is also the author of the Coretta Scott King Illustrator Book Award-winning 2014 book “Firebird,” an inspiring children’s book that shows that through hard work and dedication any young dancer can become a Firebird.
Born in Kansas City, Missouri, and raised in San Pedro, California, Misty Copeland began her ballet studies at the late age of 13. At 15, she won first place in the Music Center Spotlight Awards. She studied at the San Francisco Ballet School and American Ballet Theatre’s Summer Intensive on full scholarship and was declared ABT’s National Coca-Cola Scholar in 2000. Misty joined ABT’s Studio Company in September 2000, joined American Ballet Theatre as a member of the corps de ballet in April 2001, and in August 2007 became the company’s second African American female Soloist and the first in two decades. In June 2015, Misty was promoted to principal dancer, making her the first African American woman to ever be promoted to the position in the company’s 75-year history.
In the fall of 2014, she made history as the first black woman to perform the lead role of “Odette/Odile” in American Ballet Theatre’s Swan Lake during the company’s inaugural tour to Australia.
First sponsored in 1958, National Library Week is an annual observance by the American Library Association and libraries across the county each April. National Library Week celebrations include the release of the ALA’s 2018 “State of America’s Libraries Report,” April 9; National Library Workers Day, April 10; National Bookmobile Day, April 11; Take Action for Libraries Day, April 12; and the celebration of School Library Month throughout April.
For more information on National Library Week, please visit ILoveLibraries.org.
About the American Library Association
The American Library Association is the oldest and largest library association in the world, with more than 56,000 members in academic, public, school, government, and special libraries. The mission of the American Library Association is to provide leadership for the development, promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.
With the 2018-19 school year in full swing, U.S. Secretary of Education Betsy DeVos has finished approving nearly every state’s plan to implement the Every Student Succeeds Act. But in some ways, the federal government’s work on ESSA is just beginning.
This year featured a new president, a new education secretary, and the first year schools began shifting to the Every Student Succeeds Act. It’s been a busy year for us, and to cap it off, we’re highlighting the 10 blog posts we wrote that got the most readership in 2017. Here we go, from the post with the 10th-most views to the post with the most views:
On December 14, 2012, 20-year-old Adam Lanza entered Sandy Hook Elementary School and fatally shot 20 children between six and seven years old, as well as six adult staff members. Prior to driving to the school, he shot and killed his mother at their Newtown home. As first responders arrived at the scene, Lanza committed suicide by shooting himself in the head.
SUMMARY: In accordance with section 5005 of the Every Student Succeeds Act (ESSA), the Secretary seeks information from the public regarding actions the Department of Education (Department) can take to improve how it considers the unique needs of rural schools and local educational agencies (LEAs) as it develops and implements its policies and programs. The Secretary intends to use this information in issuing a final report, required under section 5005, describing the actions it will take to increase the consideration and participation of rural schools and LEAs in the development and execution of the Department’s processes, procedures, policies, and regulations. (
CHICAGO – Bestselling author and American Ballet Theatre Principal Dancer Misty Copeland will lend her support to advocate for our nation’s libraries as honorary chair of National Library Week, April 8 – 14, 2018. Like librarians and library workers, Copeland’s efforts to lead social change through her writing and teaching fuel the transformation of lives through cultural understanding, education and lifelong learning.