June 24, 2016: The Timeline for ESSA implementation is 1/17. Before the transition by states can begin, commentary on proposed rule making must be completed by August 2016.
We urge our members to provide commentary. Click here for further explanation of the proposed rule-making.
A Summary Look at ESSA
What ESSA Does
Also read: Title I Issues (ESSA)
- 1. Provide states with more flexibility in establishing accountability measures. It also includes federal guardrail for states as they design those measures.
- 2. It preserves USDOE's role in implementing and enforcing the law's federal requirements.
- 3. It reduces reliance on high-stakes testing.
- 4. It provides for new investments to improve and expand the access to preschool for the nation's youngest learners.
- 5. It requires states set goals to boost graduation rates and percentage rates meeting state standards in math and reading, including low-income students, minority students, those with disabilities and English language learners. States then have to rate schools and the rating must be based on how they're meeting those goals. If any group of students in a school is deemed "consistently underperforming," then a school's rating must reflect that.
- 6. ESSA says states must give "substantial weight" to the academic indicators in their accountability systems, like student proficiency and graduation rates. Those must be given "much greater weight" than measures of school quality or student success, like chronic absenteeism or school climate and safety, when it comes to identifying struggling schools.
The law has no definition of what these terms means. This is in keeping with the laws' notion of state flexibility and preferences.
- 7. ESSA says three buckets of schools must receive support and interventions:
- 1) The lowest-performing 5 percent of Title I schools and high schools graduating less than 67 percent of students;
- 2) Schools where one or more groups of students are consistently underperforming;
- 3) And schools that have one or more groups of students whose performance would place them in the bottom 5 percent of Title I schools.
February 11, 2014: Early childhood education, E-Rate, Congress [read more]
Comparing the House and Senate Budget Resolutions for FY14
NABSE's Legislative and Advocacy Priorities for 116th Congress.
NABSE believes ..... that providing flexibility in developing assessments that are validated and reliable as part of their state plan for setting standards.....is simply the right thing to do. We recognize that the Constitution ultimately holds states responsible for the education of its citizens.
We request, however, in the reauthorization of ESEA that Congress fund the state's ability to determine how well their students are doing through accountability measures that are multiple in nature; that are reliable; and that are research based.
Multiple indicators of school performance, along with a strong accountability anchor, allow districts and states to move beyond equalizing test scores and to examine other indicators so that educational equity is part of a World Class Education system.
- Funding Equity for Children of Poverty
- Demonstration Program/Models for Addressing the School-to-Prison-Pipeline
- An elementary demonstration World Language Program embedded in Title I of ESEA for poor children
- Address the teacher pipeline at HBCUs, HISs, and Tribal College
- A Comprehensive Model of Accountability
- Community and Parent Engagement
Click here to read The BEST for Our Children (Priorities 2010)
Click here to read NABSE's complete proposal to the 116th Congress.(pdf)
Archived information about the 111th Congress
112th Congress Score Card