Trends in State ESSA Plans: Equity Advocates Still Have Work to Do

Autor/inn/en	Ushomirsky, Natasha; Smith, Andy; Bommelje, Samantha
Institution	Education Trust
Titel	Trends in State ESSA Plans: Equity Advocates Still Have Work to Do
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Legislation; Federal Legislation; Educational Trends; Trend Analysis; Equal Education; Advocacy; Educational Improvement; Accountability; State Policy; Educational Assessment; Attendance Patterns; College Readiness; Career Readiness; Academic Achievement; Achievement Rating; Disproportionate Representation; Low Income Groups; Minority Group Students; Progress Monitoring; Educational Indicators; Ohio; Tennessee; Minnesota; New York; Kentucky; Delaware; Louisiana; Washington; Illinois; Connecticut; Arkansas; Colorado; New Mexico; Florida; Maryland; Arizona; Indiana; Massachusetts; Georgia + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsentwicklung; Trendanalyse; Sozialanwaltschaft; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Education; assessment; Bewertungssystem; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Educational indicato; Bildungsindikator; Master-Studiengang
Abstract	The Every Student Succeeds Act (ESSA) offers state leaders the opportunity to refocus their education systems on improving opportunity and outcomes for young people who have been underserved for far too long. The law includes a number of important requirements to focus on equity in school accountability, but it also leaves many key decisions up to states -- decisions about what, exactly, to measure, how to communicate how schools are doing on those measures, how to identify schools that need to take action to improve for any group of students, and what to do to support school improvement efforts. The Education Trust has been closely following the decisions states are making in their new accountability systems. Its analysis of state ESSA plans focused on three questions that are are especially important in determining whether a plan is likely to promote opportunity and improve outcomes for all groups of students: (1) Are states keeping student learning front and center?; (2) Do school ratings reflect how schools are doing for all groups of students?; and (3) Is the state being honest about which schools need to take steps to improve for one or more student groups? This report examines each issue in detail, highlighting examples of how different states are addressing the problem. [This brief draws heavily on the previously published article: Ryan Smith and Lillian Lowery, "Students Can't Wait: Promoting Equity and Improvement through ESSA," "The State Education Standard: The Journal of the National Association of State Boards of Education" (EJ1155938).] (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01