During a wide-ranging hearing held by the U.S. House Education and Labor Committee, U.S. Secretary of Education Betsy DeVos testified on a wide range of Education Department priorities.
Federal Flash covers the controversial exchanges during the hearing, including one question that DeVos struggled to answer.
The House Education and Labor Committee hearing this week examined the policies and priorities of the U.S. Department of Education. It was the first oversight hearing for Secretary DeVos to testify before the Committee since Democrats regained control of the House. While members asked questions on a variety of topics ranging from student loan debt to affirmative action to the rights of transgender students, many focused on implementation of the Every Student Succeeds Act, or ESSA.
In one heated exchange, Representative Jahana Hayes from Connecticut pressed Secretary DeVos about an Education Department memo she obtained citing that the Secretary does have sufficient authority to block states from using ESSA Title IV funds to buy guns for schools. Our viewers may recall that funding for Title IV, or the Student Support and Academic Enrichment program, was hotly debated last year when Secretary DeVos said she did not have the power to block states from using Title IV funds to purchase firearms. The memo Representative Hayes presented, however, stated exactly the opposite.
While the exchange between Representative Gregorio Sablan from the Northern Mariana Islands and Secretary DeVos may not have received as much attention, Representative Sablan raised a very important issue regarding the Department’s approval of state ESSA plans that do not consider the performance of historically underserved students…
By Sharonica Nelson, Ed.D.
Professor, Professional Education Consultant, Author
Once students reach middle school,
parents often become less engaged with their child’s academic environment. They
don’t walk them in the school’s doors anymore, they don’t communicate as often
with teachers, and they are less like to visit the school unless there is a special
program or sporting event after hours. This is especially true for African
As a former classroom teacher in
an urban, predominantly Black school, I have first-hand knowledge of this.
During middle school, school becomes more or less a mystery to parents. However,
under Every Student Succeeds Act, there is a push for parents to be more
involved with academic environment of their child.
Studies show that when parents are
more actively involved in their child’s schools, the child tends to perform
better academically. Therefore, parental engagement is an important concept of
discussion in terms of African American children’s performance.
Although parental engagement has a
strong correlation to student academic performance and achievement, why is it that
African American parents appear disproportionately less engaged than parents of
Studies have shown that there are
many factors that may hinder Black parents from being active in their child’s
schooling. Factors include lacking confidence when speaking to education
professionals or fear of seeming incompetent, being the sole provider in the
household with work hours that conflict with school hours, and not knowing how
to approach school officials with proper questions specific to individual child
These and many other nuisances
keep Black parents from approaching schools to be more active in their child’s
academic career. Nevertheless, for the sake of maximum student success and
potential, it is important that parents are actively engaged in their child’s
It is imperative that Black
parents are not only involved but also engaged in their child’s schools. Parents
must not only be involved through participating in school-planned functions,
but they must also create their own spaces and opportunities for active
engagement to demystify student performance. There are many ways to do so,
Use school system provided platforms to keep up with grades. The school system may provide
this service for free, and it may be associated with a special code or password
for log in. Parents should check with the school secretary for information on
this. Frequently checking student grades and holding them accountable for their
grades can send strong messages to students in terms of performance.
Know when reports cards are due. School systems may send home a calendar with this
information, they may provide automated calls as a reminder, and the dates may
be readily accessible on the school system website. It is ultimately up to the
parents to stay abreast of report cards and not wait until the last grading
quarter to show concern over grades. It’s too late then.
Email teachers. Email is a quick form of communication that most people use directly
from their phones. Most teachers use emails frequently. Make use of this to
maintain constant contact and communication with your child’s teacher. Most
teachers prefer to hear from parents with concerns of student progress and would
happily engage to inform parents concerning their children.
Check teacher webpages. Many teachers have webpages that they frequently update
with pertinent information pertaining to their classroom. This information may
include due dates, skills and concepts to be covered, and materials needed for
upcoming projects and assignments.
Create a parent network. Many parents may not have the time or resources to be
involved with the formal PTA (Parent Teacher Association). They may decide to
create social media groups that keep all parents abreast of current happenings
within the school. This could be a simple, easy way to connect to other parents
of students within same educational setting for accurate, current information
concerning the child’s school.
Regardless, of the age or grade of
a parent’s child, parents have a right to know about the current happenings of
the classroom and school. However, the school and parent relationship shouldn’t
be one-sided with school doing all of the work in terms of providing the
opportunities for parents to become engaged. Parents must understand the
importance of their involvement in their child’s educational trajectory, take
the reins, and create their opportunities for being actively involved.
Although, middle school is the
time when most parents become less engaged in the child’s school, it should be
a time when parents maintain engagement. To demystify further, parent
involvement weighs heavily on children’s performance. And simply put, children
need to see parents in their academic spaces for better performance, even in
middle school and beyond.
Teacher concerns transformed into organized protests when, in early 2018, the West Virginia teacher’s strike made headlines, lasting over 2 weeks. Local education activists and teacher advocates forced the state legislature to address many of their concerns through the statewide strike. Afterwards, teachers returned to their classrooms with a 5 percent pay raise.
The strike lead to similar actions in several other school districts across the country including Oklahoma, Arizona, Kentucky and North Carolina.
Teacher grievances in Los Angeles echo the concerns of teachers in many school districts nationwide. Among their demands are smaller class sizes, an increase in support staff and higher pay.
The Los Angeles Unified School District is overwhelmingly comprised of low-income students, with over 80% of its students qualifying for free or reduced lunch.
Within this immense school system of 900 schools and roughly 30,000 teachers, classroom sizes can often exceed 32 students per teacher at the elementary level and up to 39 students per teacher for middle and high school. This student-to-teacher ratio greatly exceeds the 16 to 28 students per teacher national averages in urban school districts, according to the National Teacher and Principal Survey of 2015-16.
One of the Every Student Succeeds Act’s (ESSA) primary mandates involves building systems of support for educators through the use of additional funding and initiatives provided in Title II.
Title II funds purpose to support class size reduction, encourage performance-based pay for effective educators and develop opportunities to improve overall school conditions. In addition to funding, ESSA will enable school systems to attempt to address the shortage in classroom instructors by shifting the emphasis for teacher evaluations away from student standardized test performance — a point of stress for many educators.
Thus far, the Los Angeles Unified School District has offered a 6% pay increase as well as a classroom cap size of 35 for elementary schools and 39 for high school English and Math courses. However, in a school district as massive as Los Angeles, support staff is also vital.
Teachers in Los Angeles are also demanding that something is done to address the current state of affairs, which allows a workload of over 500 students per guidance counselor and over 2,000 students per nurse in the county. The school district has promised to address these concerns by offering one additional academic counselor per high school in the district and ensuring that each elementary school has daily nursing services.
If you are in Los Angeles or a similarly affected school district, learn more about ESSA’s impact on Title II and find out how your State Education Agency (SEA) and Local Education Agency (LEA) can support the extremely important work our educators are doing to advance our students’ success.
Akil Wilson is a Washington, DC-based podcaster and parent. He is a contributing writer for the Washington Informer in addition to providing broadcast commentary for a variety of media outlets.
As a seemingly twisted way to ring in 2019, the Trump administration has sent a loud and clear message that it’s okay for educators and school leaders to keep Black children out of school buildings and exclude them from opportunities to learn. It may sound extreme, but that’s exactly what it means to rescind school discipline guidance that was put in place explicitly to ensure that Black children were not treated this way and discriminated against.
The current administration, however, wants us to believe that discrimination against Black children is a myth. It is not. It is the lived experience of too many, if not all Black children. In the 2015-16 school year, Black boys made up 8 percent of public school enrollment, but they were 25 percent of the boys suspended out of school. Black girls were 8 percent of enrollment, but 14 percent of the girls suspended out of school. While Black children are overrepresented in practices that exclude or remove students from school, White children are underrepresented. Such data are clear evidence that racism and bias often drive exclusionary practices. To ignore this is to preserve the status quo.
If the numbers aren’t enough to show that discrimination exists in American classrooms, studies have shown that Black children do not misbehave more than their White peers, rather they are punished more. In fact, Black students are more likely than their White peers to receive a disciplinary action for a discretionary offense like talking back, violating a dress code, or being defiant. Black children are also more likely to be suspended out of school for their first offense. Clear, appropriate, and consistent consequences and educator training — as the guidance calls for — helps to eliminate the discrimination and bias that fuel the disproportionate punishment of Black children.
This administration would also have us believe that discipline disparities are a result of poverty, arguing that experiencing childhood trauma and living in distressed communities are to blame. But poverty cannot explain away the discipline disparities: Studies have shown that when taking a student’s economic background into account, Black children are still more likely to be suspended than students of other races. And let’s not forget that poverty, too, is a result of deliberate policy choices that leave Black children isolated in neighborhoods with little resources — including the longstanding impact of discriminatory housing policies such as redlining. These are choices that this administration has done nothing to address.
What many (including this administration) fail to realize is that there is a difference between discipline and punishment. Suspensions and expulsions don’t teach. They punish. And far too often, adults decide that Black children are not worthy of teaching and second chances. Excluding students from classrooms does not help them to correct the mistakes that children inevitably make. It also has negative long-term consequences. These negative outcomes include poor academic performance, lower levels of engagement, leaving school, and increased likelihood of involvement with the criminal justice system.
Unfortunately, attempts to exclude Black children from educational opportunities are not new. America has a rich history of locking Black children out of the classroom. This list includes anti-literacy laws, past and current resistance to school desegregation, lack of access to well-resourced schools, school based arrests, poor course access, enormous higher education costs, and unjust exclusionary policies. Every barrier and trick in the book has been used to limit the education of Black children. The removal of the discipline guidance is just the latest.
Rescinding the guidance is a reminder to those fighting for educational equity: For Black children, simply attending school is an act of protest, and learning and excelling while there is an act of racial justice. Every time a Black child is sent home for a minor offense, they are sent the message that they are unwanted or don’t belong. But Black children do belong, and they deserve to be safe, included, and to have access to a quality education. Despite the current administration’s actions, this is the message that advocates must make clear at the beginning of 2019 — and every year hereafter.
It’s up to us as advocates for educational justice to ensure that schools do not illegally discriminate against Black children. Encourage school leaders to commit to ongoing racial bias training; require culturally sustaining classroom management strategies; examine their school and district data to help determine if race and bias are driving who gets punished; adopt clear, fair, and transparent consequences; and eliminate school exclusion for discretionary non-violent offenses.
For more, watch John B. King Jr. break down how we can break the school-to-prison pipeline.
By Dr. Elizabeth V. Primas, Program Manager, NNPA ESSA Awareness Campaign
In 1951, Langston Hughes laid bare the anxious aspirations of millions of Black people in America with his poem, “A Dream Deferred.” In 1963, Dr. Martin Luther King, Jr. reminded America of the promissory note written to its citizens guaranteeing life, liberty, and the pursuit of happiness, in his “I Have a Dream” speech.
In 1964, President Lyndon B. Johnson attempted to make good on that promise by signing the Civil Rights Act into law. And in 1965, President Johnson sought to ensure equitable access to these unalienable rights by signing the Elementary and Secondary Education Act (ESEA) into law.
As a part of Johnson’s “War on Poverty,” ESEA was supposed to assist students of color in receiving a quality education, thereby helping lift them from poverty.
To date, ESEA remains one of the most impactful education laws ever ratified. ESEA established education funding formulas, guided academic standards, and outlined state accountability.
Since Johnson, presidents have re-authorized and/or launched new initiatives safeguarding the intentions of ESEA. Some of the most notable re-authorizations have been “No Child Left Behind” (2001, George W. Bush) and “Race to the Top” (2009, Barack Obama). The most recent re-authorization, the “Every Student Succeeds Act” (ESSA) was signed into law by President Obama in 2015.
In previous re-authorizations of ESEA, emphasis was placed on students’ ability to pass rigorous standards in order to proceed from one grade to the next. However, data from the National Assessment of Educational Progress (NAEP) show that a measurable achievement gap has persisted.
As education leaders review the individual state plans that have been developed and approved in keeping with the Every Student Succeeds Act, it is obvious that many states are making an attempt prioritize equity over performance. Some states have set timelines for their accountability measures, signifying the urgency of the problem, while other states continue to miss the mark by setting goals that are too distant, including the proposal of a twenty-year timetable to close the achievement gap.
I am concerned about ESSA State plans such as these, that pass the buck to future generations of educators and set the bar too low for vulnerable student populations.
In several states, schools that perform in the bottom 5% will receive funding to assist in closing the achievement gap. But, again, I wonder if we are setting the bar too low. I am not convinced that assisting schools in the bottom underperforming 5% will make a significant impact on closing the achievement gap in any city.
Still, I find hope in the new reporting guidelines outlined in ESSA. ESSA requires State Education Agencies (SEAs) and Local Education Agencies (LEAs) to develop school report cards so parents can compare which school is the best fit for their children.
District report cards must include the professional qualifications of educators, including the number and percentage of novice personnel, teachers with emergency credentials, and teachers teaching outside their area of expertise.
States must also report per-pupil spending for school districts and individual schools. Expenditures must be reported by funding source and must include actual personnel salaries, not district or state averages.
Parents must get engaged to hold legislators and educators accountable for their ESSA State Plans. Parents must also hold themselves accountable in prioritizing the education of our children. Research shows that just one year with a bad teacher can put a child three years behind. Now, think about what happens after years of neglect and lack of advocacy.
So, what happens to a dream deferred?
Parents hold tight to your dreams for your children’s futures. Be present in the school, be the squeaky wheel and don’t be afraid to demand the best for your children. Don’t stop at the classroom or schoolhouse door if you aren’t satisfied with the education your children are receiving. The race for educational advocacy is a run for your child’s quality of life.
Be the Parent Teacher Association’s (PTA) president. Be the neighborhood advisory commissioner. Be the next school board member. Be the next mayor of your city. Be on the City Council. Run for Congress. Be all that you want your children to be. Be the example.
Elizabeth Primas is an educator who spent more than 40 years working to improve education for children. She is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow her on Twitter @elizabethprimas.
By: Naomi Shelton, Director of K-12 Advocacy at UNCF (United Negro College Fund)
Equity has been a huge buzzword in the field of education this year. Education advocates and politicians alike have called for an increase in educational equity, but what does the term really mean? Equity is not Equality. Equity creates equality by prioritizing resources to students who need them the most.
For example, think of a typical track meet. There are five runners – each in their own lane. Each runner must run one lap around the track. The first runner to complete the lap, wins the race. Now let’s use this analogy to inform our understanding of equity.
Equality would mean that every runner would start the race at the exact same spot in their lane. However, the track is oval-shaped. If each runner began at the same spot, each runner’s distance to the finish line would be different. The runner in the innermost lane would run a shorter distance than the runner in the outermost lane. Sure, they would both start in the same spot (EQUAL), but the runners in the innermost lanes would have an advantage – in distance – than their counterparts in the outermost lanes.
This is precisely why track meets do not operate this way. Since the track is oval-shaped, each runner begins the race in their own lane, at different, equal distance, spots along the track; ensuring that each runner, runs the exact same distance needed to complete the race.
Now, think of our current public education system in this same context. Students – regardless of race, geography, household makeup – start on the same marker on the track. Some students, like the runner in the outermost lane, have to run harder and faster to get to the finish line. The barrier here is distance. In the real world, barriers include low-income, resource deprived neighborhoods, disabilities that require additional expertise, culturally negligent curriculum, outdated technology, inexperienced teachers or access to critical supportive services.
Meanwhile, the runner in the innermost lane has it a lot easier. They don’t have to run as fast or as hard to get to the finish line because of their initial position in the race. The barriers here are fewer in number. In terms of education, these innermost runners attend schools in affluent neighborhoods with a surplus of resources. These students have the advantage of local tax-based funding formulas, parent lead fundraising efforts and/or private funding, and state-of-the-art technology.
What we need is education reform that promotes fairness. Fairness equals equity. As Debby Irving in her book Waking Up White: And Finding Myself in the Story of Race states, “Equality means giving all students the exact same thing to meet the same expectations. Equity means holding people of differing needs to a single expectation and giving them what they need to achieve it.” In other words, the playing fields need to be leveled. It’s critical that our public educational system undertakes reform – changes so that each student is given what they need to succeed.
Our education system should support students by allocating the most resources to students who are most in need, just as track athletes arrange themselves for fairer competition. The national education law, the Every Student Succeeds Act (ESSA) targets dollars to the highest poverty schools and districts.
Under No Child Left Behind, schools could lose funding if they failed to meet statewide standards. But under ESSA, states cannot reduce funding by more than ten percent from year to year despite school performance. ESSA also attempts to ensure that low-income students are not disproportionally taught by ineffective, inexperienced, and/or out-of-field teachers.
ESSA requires that state and district report cards include the percentage of inexperienced teachers, principals, and other school leaders as well as teachers with emergency credentials, and teachers teaching subjects out of their range of expertise. ESSA also seeks to relieve some teacher angst surrounding evaluation systems by ending the requirement for state teacher evaluation systems to focus significantly on student test scores.
ESSA gives power back to the states to control education policy. Now, members of the community must hold their school leaders and elected officials accountable to implement system-wide and school-specific measures that ensure equity in our schools.
Naomi Shelton has experience in education related community engagement both at the national and local levels and public administration. Currently, she is the Director of K-12 Advocacy at UNCF (United Negro College Fund), the nation’s largest and most effective minority education organization. There, she focuses on national education initiatives and community engagement efforts to ensure more African-American students are college and career ready. Naomi is currently a member of the DC Public Charter School Board, appointed by Washington, D.C. Mayor, Muriel Bowser. Her passion is educational equity. Follow Naomi on Twitter at @NaomiSheltonDC
It’s indisputable that most students perform better academically when they have parents or adults to help with homework and to be advocates with teachers and principals.
But in many communities, parents who juggle multiple jobs, don’t speak much English, or have low levels of education often don’t have the time or resources to make meaningful connections to their child’s schooling experience.
That’s why some leading-edge districts have made it their job to reach out to families and create more welcoming and accessible ways for parents to be part of their children’s schooling.
In Washoe County, Nev., for example, the school district’s family-engagement work includes organizing home visits by teachers—and training those teachers to make the most of those face-to-face encounters in students’ homes.
In Federal Way, Wash., the leader of family-engagement efforts taps a diverse array of parents to serve on committees or task forces that inform major decision making in the district, including high-level hires.
Still, the specialized field of parent and family engagement has mostly been driven by ambitious leaders at the district level. And even in districts with robust programming, resources to support the work are often tight.
But new and potentially bigger forces are building around the need for schools and educators to forge deeper connections with parents and community members.
Philanthropists—in particular the W.K. Kellogg Foundation and the Carnegie Foundation of New York—are championing the flow of more money into family-engagement initiatives, including research to identify what efforts are effective.
And the federal budget has set aside $10 million to help fund efforts by several state education agencies and outside partners to develop strong parent and community programming.
The Every Student Succeeds Act also directs states and districts to develop plans to work with families and surrounding communities—a requirement that has spawned a multistate endeavor to create guidelines and exemplars for schools and districts to follow.
Advocates for building strong ties between schools and families say it’s a major opportunity for a proven, yet underutilized strategy to make schools better.
“There is a lot of excitement, and more of an evolution in where both policymakers and funders feel like they want to increasingly put their money,” said Vito Borrello, the executive director for the National Association for Family, School, and Community Engagement…
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By Lynette Monroe, Program Assistant, NNPA ESSA Awareness Campaign
Rebecca Francis, like most dynamic leaders of our time, recognized a problem and created a solution. As a former behavioral counselor, fourth grade teacher, and international high school psychology and English literature instructor, Rebecca Francis’ professional resume alone qualifies her to lead in the field of education. But her personal experience as an adolescent in the Bay Area, traveling 45 minutes across town to attend a higher performing school in a more affluent neighborhood, sparked the passion she needed to lead effectively.
Francis has visited over 25 high-performing schools across the nation to learn what it takes to make award-winning, high-quality public charter schools. She believes charter schools offer an alternative option to parents and students who are not satisfied with the options available to them. Although she supports traditional public, neighborhood schools, Francis recognizes the reality that all schools are not created equal and that traveling far away from home can inhibit children’s social development.
“As a little girl, traveling long distances in pursuit of a higher quality education I thought, ‘What is wrong with the school in my own neighborhood? Why does something like this not exist closer to my home?’” Lessons reiterated as a professional, “then, as an educator it became more clear that children on different ends of the income spectrum were receiving vastly different education experiences” Francis said.
Elevate Collegiate Charter School seeks to provide an accessible high-quality option to underserved students in Houston. Their mission is to equip all pre-kindergarten through fifth grade scholars with the academic knowledge and character development necessary to set forth confidently on the path to college. Elevate Collegiate Charter School strongly believes that they are not just responsible for providing a college preparatory education to students, but also to help instill the character traits necessary for them to be positive members in their class, school, and community.
Increased access to opportunity is a major goal of Elevate Collegiate Charter School. “We see education as a tool that all children need to unlock their greatest potential.” Francis says, “To better serve minority and low-income students this charter school will feature double literacy blocks, which we hope will promote advanced literary skills, and an increased prioritization of computer science. In the eight largest tech companies, African Americans make up less than 5 percent of the workforce. So, our challenge is also to figure out innovative ways to infuse coding, robotics, and basic computer software to light that tech spark in the curriculum.”
Title IV, Part C, of the Every Student Succeeds Act (ESSA), entitled, “Expanding Opportunity Through Quality Charter Schools,” supports the increased accessibility of high-quality public charter schools. State entities can even receive grants from the federal government to open and prepare for the operation of new charter schools. ESSA defines a high-quality charter school as an educational institution that shows evidence of strong academic results or growth and has no significant issues with fiscal management or procedural compliance. ESSA gives states more flexibility to states to decide how to incorporate charter schools into their accountability systems, but most state charter school laws hold charter schools to the same standards as their traditional public school counterparts.
Why Houston? Rebecca is an alumna of the University of Houston where she earned Bachelor of Arts in Psychology with a minor in African American Studies. Houston is one of the most diverse cities in the nation and there are currently roughly 22,000 students on alternative school option waiting list.
Elevate Collegiate Charter School seeks to provide the individualized learning support towards mastery that ESSA encourages. It will do so by hiring teachers with experience teaching underserved populations and who have the passion to do so effectively and consistently.
To learn more about the Every Student Succeeds Act (ESSA) and the innovative opportunities it affords to Black students check out nnpa.org/essa.
By Elizabeth Primas, NNPA ESSA Awareness Campaign Program Manager
States are in the driver’s seat when it comes to improving their struggling schools. But how can we make sure they’re not taking the “path of least resistance” when it comes to this important work, risking the academic prospects for students of color.
Building on the work done by Bellwether Education Partners, which conducted independent peer reviews of all 50 states’ and the District of Columbia’s ESSA plans that were required to be submitted to the U.S. Department of Education for approval, the Collaborative for Student Success analyzed plans to see which states are taking advantage of new-found flexibility regarding equity in education. The new report, Check State Plans: Promise to Practice, found that just 17 states met its threshold for even having enough public information to review. The report notes that the results are “sobering” in that “more than 9 million students attend schools that do not meet anyone’s standard for what is acceptable.” This is particularly acute for students of color and who come from low-income families.
The fact is, achievement gaps between white and black students exist. We see this time and again in the National Assessment of Education Progress as well as on individual states’ annual assessments. Students who attend inner city public schools tend to fare worse than their peers in suburban public schools. The gaps are even more pronounced when we look at private schools that draw privileged students away from city institutions. These racial divides segregate communities.
A report from the Young Invincibles examines these divides and developed three main findings: (1) minorities disproportionately enroll in for-profit and community colleges, which can condemn them to a vicious cycle of debt; (2) college costs hit minority students harder than their white peers; and (3) the achievement gap is racially divided. While 36.2 percent of white students completed four years of college in 2015, just 22.5 percent of black students could say the same, according to the analysis. While that’s much better than the 1974 numbers in which just 5.5 percent of black students finished four years of college compared to 14 percent of white students, that progress leaves little cheer.
State education chiefs and their in-state partners at teaching and research institutions plus educators on the front lines have a real chance to make a difference for black students and other minorities. But do they have the courage to make the necessary changes?
The Collaborative’s report is a good starting point, and it provides a roadmap written by education and policy leaders who are displaying the courage necessary to create bold plans that prioritize equity. Low-performing schools must be identified as such and be given real plans with real accountability measures to improve. There have to be consequences for students who don’t make the grade, but for too long, our education system as a whole has punished students by not giving them the tools they need to succeed. We have to look at the institutions and root out systemic problems.
As such, the Promise to Practice reviewers evaluated state plans based on a rubric that included whether the state has a coherent vision for improving student outcomes, whether there is a strategic use of funding and alignment of resources, the use of evidence-based interventions, and how well state leaders engaged stakeholders. That last component is perhaps one of the most interesting aspects of ESSA – federal lawmakers required states to gather input from a wide range of groups outside of traditional education. Civic groups, business leaders, parents and community activists were given a seat at the table.
We watched excitedly as several NAACP groups got involved from the very beginning, helping policy and lawmakers understand community and even neighborhood needs for the betterment of students. Still, it disheartening to learn that just 17 states are ready to identify and provide the kinds of supports that low-performing schools require. Other states can look at Colorado, which has developed a clear menu of school improvement items for districts to choose from, or Nevada where districts have to describe how their strategies for addressing equity gaps in funding applications. Nevada is also using equity-oriented data like behavior and attendance to understand schools’ challenges.
There’s so much anger and divisiveness in our society today, but the importance of education equity should be among the things on which we can all agree. Every single student in every single school, no matter where that school is located or what kind of home life the child has, must be given the tools and knowledge to succeed. We shouldn’t have to fight for this right – the right to an education. And yet we find ourselves year in, year out looking aghast at assessment scores that prove achievement gaps are still there. Thought-provoking analyses like that done by the Collaborative for Student Success will help close those gaps until they are well and truly gone.
Elizabeth Primas is an educator who spent more than 40 years working to improve education for children. She is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow her on Twitter @elizabethprimas.