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- The appropriate citation for this report is: Linda Darling-Hammond, Soung Bae, Channa M. Cook-Harvey, Livia Lam, Charmaine Mercer, Anne Podolsky, and Elizabeth Leisy Stosich, Pathways to New Accountability Through the Every Student Succeeds Act (Palo Alto: Learning Policy Institute, 2016).
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An Act To reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves. SECTION 1. SHORT TITLE. This Act may be cited as the ‘‘Every Student Succeeds Act’’. SEC. 2. TABLE OF CONTENTS. The table of contents for this Act is as follows: Sec. 1. Short title. Sec. 2. Table of contents. Sec. 3. References ...
Every Child Achieves Act of 2015. Short Titles as Reported to Senate for portions of this bill. Accelerated Learning Act of 2015; Jacob K. Javits Gifted and Talented Students Education Act of 2015; Short Titles as Introduced. Every Child Achieves Act of 2015. Short Titles as Introduced for portions of this bill. Accelerated Learning Act of 2015
DateChamberAll Actions03/17/2016SenateBy Senator Alexander from Committee on ...12/09/2015SenatePresented to President.12/09/2015SenateMessage on Senate action sent to the ...12/09/2015SenateSenate agreed to conference report by ...- Acknowledgments
- About the Learning Policy Institute
- Abstract
- Principles for a New Accountability
- Professional Capacity
- What Does ESSA Require and Allow?
- Indicators
- Identifying Schools for Assistance
- Evidence-based Interventions
- What Indicators Might States Consider?
- Indicators of Opportunities to Learn
- How Might States Use Multiple Measures in Data Dashboards?
- Alberta’s Results Report
- 3. Highly Responsive and Responsible Jurisdiction:
- California’s State and Local Priorities
- Required Data for Each of Eight State Priority Areas
- CORE Districts’ School Quality Improvement System
- How Might Data Be Combined for Decision-making?
- A Weighted Measures Approach
- Another approach is to use decision rules to identify schools based on the multiple measures in the dashboard.
- Graduation Rates
- How Might Diagnostic Systems Be Developed?
- Annual Planning and Review
- How Might Evidence-based Interventions Be Evaluated?
- Conclusion
- About the Authors
The authors gratefully acknowledge helpful peer reviews from Jessica Cardichon, Senior Director of Policy and Advocacy for Comprehensive High School Reform at the Alliance for Excellent Education, and Aaron Pallas, the Arthur I. Gates Professor of Sociology and Education at Teachers College, Columbia University. Their very insightful feedback great...
The Learning Policy Institute conducts and communicates independent, high-quality research to shape evidence-based policies that support equitable and empowering learning for every child. Nonprofit and nonpartisan, the Institute connects policymakers at the local, state, and federal level with the evidence, ideas, and actions needed to strengthen t...
This paper examines the options available to states to redefine their accountability systems as they begin to implement the Every Student Succeeds Act (ESSA). The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged citize...
While the approach of NCLB was problematic, its intent was to ensure that the success of traditionally underserved students mattered as much as that of other students. Now, under ESSA, states are largely responsible for creating a system that supports the success of all students. Figuring out how to use the new flexibility to achieve both greater e...
An ideal accountability system should highlight and measure both the things that matter most for student success and those that provide the most useful data and incentives for school improvement. Thus, states should thoughtfully consider how each element of their accountability system creates incentives and opportunities to move school practices fo...
The concept of student learning under ESSA is much broader than it was under NCLB. States are required to implement assessments that measure “higher-order thinking skills and understanding.” The law explicitly allows the use of “portfolios, projects, or extended performance tasks” as well as adaptive assessments. In addition, states must use multip...
ESSA requires that a state’s accountability system must be based on its adopted academic standards. Each state must establish long-term goals that include interim measurements of progress toward those goals for all students, as well as for certain subgroups of students—i.e., economically disadvantaged students, students from major racial ethnic gro...
ESSA requires states to identify the “lowest performing” 5% of all public schools that receive Title I funding, all public high schools that fail to graduate one-third or more of their students, schools previously identified by the state for support and improvement that have not satisfied the state-determined criteria for exit within the period spe...
States must demonstrate that the selected interventions are evidence-based. ESSA defines as "evidence-based" an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student (or other relevant) outcomes based on strong, moderate, or promising evidence from at least one well-designed and well-implement...
ESSA creates opportunities for states to design accountability systems that provide a more comprehensive picture of student outcomes and opportunities to learn. Although the indicators required by ESSA reflect a minimum standard, states can take the initiative to design systems that capture more information about the factors that matter most for st...
ESSA requires that states include at least one other indicator of school quality or student success in addition to the two academic outcome and English proficiency indicators. By looking at students’ opportunities to learn, state accountability systems can provide information about the resources and conditions that influence student learning outcom...
If the purpose of accountability is to monitor progress on meaningful goals and to support continuous improvement, then it is critical to have access to accurate and up-to-date information on how well a school is progressing. Several states have developed data dashboards that use indicators (such as those described above) to report the data needed ...
The Alberta Results Report is an online reporting tool that contains data for the province’s seven sets of indicators, which are organized around three main goals in its multiple measures accountability system (see Figure 2). The goals and measures are as follows: 1. High Quality Learning Opportunities: If the purpose of accountability is to moni...
Parental Involvement. This is measured by the percentage of teachers and parents satisfied with parental involvement in decisions about their child’s education. School Improvement. This is measured by the percentage of teachers, parents, and students who indicate that their schools and the schools in their jurisdiction have improved or stayed the s...
California’s new accountability system is in many ways similar to Alberta’s. The state has set eight priority areas, each of which includes several indicators regularly tracked by local districts (see Figure 3.) Indicators with comparable data are also tracked by the state. As part of their Local Control Accountability Plans, the districts set goal...
Student Achievement Performance on standardized tests. Score on Academic Performance Index. Share of students that are college and career ready. Share of ELs that become English proficient. EL reclassification rate. Share of students that pass Advanced Placement exams with 3 or higher. Share of students determined prepared for college by the Earl...
In California, a group of districts joined together to work as a consortium on a variety of school improvement efforts and secured an ESEA flexibility waiver from the U.S. Department of Education that shaped their collective accountability work. Building on the foundation of the California state priorities, the CORE districts add certain indicators...
States and districts that have developed dashboards use the various measures to identify progress and needs in different aspects of school functioning, both for students overall and for identified groups of students, and to plan for appropriate, targeted improvement strategies. This planning is often further informed by additional diagnostic proces...
One approach to preserve a multiple measures dashboard is to apply weights to specific measures for the purpose of identifying lowest performing schools at the time of decision-making, without reducing the measures to a composite index for other purposes. An analogy for such a technique would be providing parents with a student’s report card for ea...
school regardless of the school’s overall accountability score.
Source: Children Now The state can look at data on each of the key indicators (overall and by student subgroup) and identify schools that fall in the lower left quadrant—signifying low performing and not improving—on multiple measures and for different subgroups of students. As this analysis is conducted, measures of academic outcomes can be more p...
To move accountability systems from a compliance orientation to one centered on continuous improvement and learning, redesigned school accountability systems must include rich sources of diagnostic information. In their efforts to improve student learning, decision makers need to know whether and how different learners are provided the opportunitie...
California has incorporated into its new accountability system processes for engaging community members and other local stakeholders, including the ability to participate in the decision-making process for setting goals, determining budgets, and evaluating progress to guide ongoing improvement efforts. Community engagement is a centerpiece of the L...
Following the review of information and a diagnostic process, states have an obligation to help schools improve. ESSA requires schools and districts to develop and implement evidence-based interventions to improve student outcomes. As explained earlier, an educational intervention is evidence based when at least one high-quality study demonstrates ...
The Every Student Succeeds Act provides an important opportunity to create new accountability strategies that seek to view students and schools more holistically. Taking advantage of this opportunity will require clarity about what the act permits and requires, as well as creativity in developing new measures, processes for school diagnosis and imp...
Linda Darling-Hammond is Charles E. Ducommun Professor of Education Emeritus at Stanford University and President of the Learning Policy Institute. She has conducted extensive research on issues of accountability, assessment, and school improvement and has worked with many federal, state, and local agencies, as well as schools, on these issues. Amo...
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May 24, 2024 · Dec 10, 2015. S. 1177 (114th). An original bill to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves. In GovTrack.us, a database of bills in the U.S. Congress.
Feb 29, 2016 · Citations. Metrics. Reprints & Permissions. View PDF. President Obama signed the Every Student Succeeds Act (ESSA) into law on December 10, 2015. This law is the most recent reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965.
From no child left behind to the every student succeeds act: Federalism and the education legacy of the Obama Administration. Publius: The Journal of Federalism, 46 (3), 392–415. [Google Scholar] Menken K. (2006). Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners.
