蜜桃影视

This update on the Every Student Succeeds Act and the education plans now being implemented by states and school districts is produced in partnership with ESSA Essentials, an ongoing series from the Collaborative for Student Success. It鈥檚 an offshoot of their聽聽newsletter, which you can聽! (See our recent ESSA updates聽from previous weeks right here.)

The Every Student Succeeds Act 鈥渉as significantly changed the nation鈥檚 school accountability landscape,鈥� writes Hugh Fournier, director of corporate communications at NWEA. 鈥淚ncreasingly, schools are being held accountable for their contributions to student academic growth, with many states weighting growth as much as, or more than, single point-in-time achievement measures.鈥� A聽 identifies three key takeaways from an examination of school effectiveness research:

鈼徛�鈥淪chool effectiveness measures are sensitive to summer loss.鈥� Those schools held accountable via fall-to-spring student growth were frequently different from those accountable via spring-to-spring growth, a 鈥渃ommon practice under ESSA.鈥�

鈼徛�鈥淢ore student growth is attributable to schools when summer loss is considered.鈥� Additionally, much of student test score gains were 鈥渁ttributable to schools when using fall-to-spring growth rather than spring-to-spring scores.鈥�

鈼徛�鈥淚gnoring summer loss can impact which schools are identified as low-performing under ESSA.鈥� Therefore, under ESSA, summer loss can contribute to schools being identified as low-performing, suggesting that 鈥渨e may be unfairly penalizing schools serving the most marginalized students.鈥�

Check out below for more ESSA news:

Boosting teacher preparedness 鈥� and SEL 鈥� via Title II

While there is clear, consistent and long-standing evidence that social and emotional skills are important factors in student success, it is not yet clear what educators and schools can do to foster these abilities. In this two-part Learning Policy Institute聽, authors Hanna Melnick and Lorea Martinez offer 鈥渋nformation on how preservice and in-service teacher training can support good teaching practices and implement social-emotional learning in schools, while providing a picture of what SEL looks like when integrated into the school day.鈥�

They also note that 鈥渇ederal, state, and local efforts can support school and district leaders鈥� learning about SEL and administrators鈥� role in supporting teachers and students.鈥� States can use federal dollars to foot the bill via 鈥渢argeted funds, such as those provided in Title II of the Every Student Succeeds Act, to make strategic investments in their school leader workforce.鈥�

Idaho off mark on nearly all ESSA targets

Clark Corbin聽聽for Idaho EdNews that Idaho 鈥渉as failed to meet 33 of 34 interim targets for long-term goals鈥� that were outlined in the state鈥檚 ESSA plan.

More specifically, Idaho鈥檚 ESSA plan lays out a 鈥渟eries of performance and achievement goals they hope to meet by 2022,鈥� which call 鈥渇or increasing test scores and closing achievement gaps.鈥� The interim targets, which 鈥渋ncrementally broke down the difference between the long-term goal and the baseline,鈥� were put in place in an attempt to ensure that the state is properly monitoring progress. Ultimately, however, Idaho fell short of meeting these interim goals.

ESSA, students with disabilities, and missed opportunities

In the context of ongoing ESSA implementation,聽聽from the National Center for Learning Disabilities provides the 鈥渇irst national analysis鈥� of how state plans deal with students with disabilities under ESSA.聽Assessing ESSA: Missed Opportunities for Students with Disabilities聽examined 鈥渢he 15 most critical components of effectively supporting students with disabilities in the ESSA plan for each state, the District of Columbia and Puerto Rico and developed a rating system for each鈥� over three critical areas: holding districts and schools accountable, helping struggling schools and collaborating to support all students.

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