ESSA Implementation
states . As a result , many state plans for identifying schools for this type of intervention seem destined to exclude schools in need of critical support .
Many states propose identifying schools for targeted support based on how an entire group of historically underserved students ( e . g ., students of color and students from low-income families ) performs on a combination of indicators . However , combining a group ’ s performance on multiple measures into one composite score may have the unintended consequence of requiring students to fail on virtually every measure before their group receives support .
Inevitably , high performance on one indicator , such as high school graduation rate , will mask low performance on another like a low proficiency rate in math or reading . For example , one state has seventy-two high schools where 80 percent or more of the African American students graduate on time ; but in these same schools , 60 percent or fewer of the African American students achieve proficiency in math . A composite of these and other indicators might not reveal the low math proficiency rate , thereby depriving students of the support they need to improve their math skills . A better approach would be to look at how student subgroups perform on each indicator individually ( i . e ., reading proficiency , math proficiency , high school graduation rates , etc .) and determine whether students need support .
Similarly , states are not effectively communicating low student performance to parents and the public . Many states assign schools a letter grade or other summative score to articulate a school ’ s overall performance concisely . But these types of ratings do not always provide an accurate picture of school performance for all students . In some instances , a school receives a state ’ s highest rating or letter grade even though the performance of one or more subgroups of students at that school lags behind their peers . For example , in one state that assigns schools letter grades , 60 percent or fewer of African American students read at grade level in half of the high schools that received an “ A ” rating ( the highest grade possible ). States must ensure that such ratings meaningfully represent the performance of underserved students and should consider policy measures that stipulate that a school with a consistently low-performing subgroup of students receives a lower summative rating than it would have received without this low-performing group of students .
The remaining thirty-four states must submit their ESSA implementation plans to ED by September 18 , 2017 . While state departments of education will likely lead these efforts , in many cases state governors , legislatures , and boards of education also may play roles in their development . As policymakers continue the important work of refining and finalizing their plans this summer , the Alliance for Excellent Education encourages the remaining states to learn from those that submitted their plans this spring to ensure that the forthcoming plans support equitable outcomes for all students .
High-Quality Career and Technical Education For All
Elsewhere in federal policy , the U . S . Congress is making progress on revising the Carl D . Perkins Career and Technical Education Act , which provides more than $ 1.1 billion in federal education funds for high schools and postsecondary education . In May , the House Committee on Education and the Workforce passed the Strengthening Career and Technical Education for the 21st Century Act , which would improve alignment
For regular updates on federal education policy , check out the Alliance for Excellent Education ’ s “ Federal Flash ” — a free video series on important developments in education policy in Washington , DC , in five minutes or less . Visit All4ed . org / FederalFlash to learn more .
between programs in high schools and community colleges with the local job market by ensuring local business leaders help develop career and technical education ( CTE ) programs and set state and local performance goals . By promoting work-based learning and evaluating CTE providers on their ability to prepare students for the workforce , the bill seeks to close a “ skills gap ” in which graduates lack the knowledge and practical experience for available jobs .
President Trump has stressed the importance of closing the skills gap , and U . S . Secretary of Education Betsy DeVos has said that the Trump administration is “ committed to increasing access to career and technical education for college students and adults alike .” But even with apparent support from Trump and DeVos , the House committee – passed bill still has a long way to go before it lands on Trump ’ s desk for signature .
Final thought : This is a turbulent , yet critical , time in education . As said earlier , decisions states make today will impact students for years to come . But it also is a time of opportunity . By embracing the flexibility ESSA affords them , states can set a course for success for traditionally underserved students . n
BOB WISE is president of the Alliance for
Excellent Education , a nonprofit organization that is a national leader in reforming the nation ’ s high schools to ensure that all students , particularly those who have been traditionally underserved , graduate high school prepared to succeed in college and a career . Prior to joining the Alliance in 2005 , Gov . Wise served a combined 24 years as a governor , member of the U . S . House of Representatives , and state legislator from West Virginia . Reach him at Alliance @ all4ed . org .
20 essentials | summer 2017