U.S. Secretary of Education Betsy DeVos released proposed non-regulatory guidance to support school districts' compliance with the requirement that federal funds supplement, and do not supplant, state and local funds, under section 1118 of Title I, Part A of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA). The guidance explains how ESSA changed the longstanding requirement in order to reduce administrative burden, simplify the compliance demonstration and promote effective spending. There will be a public comment period of 30 days to allow educators, parents and others to provide feedback on the draft non-regulatory guidance document.
48 states and the District of Columbia have committed to measuring and reporting individual student growth under ESSA. This means everyone in those states – from parents to policymakers – will have more information than before on student performance and school quality. This brief explores the different ways states have committed to measuring student growth and what that means for education stakeholders and their understanding of student success.
Under the Every Student Succeeds Act (ESSA), states had to choose at least one measure of school quality or student success—something beyond test scores. According to an analysis by Education Strategy Group in collaboration with Advance CTE and Achieve, a total of 44 states are looking at college and/or career readiness somewhere in their accountability systems, whether for ESSA or under state systems for rating schools. 36 states are measuring college readiness through coursework for federal accountability, and 12 states measure college readiness through work-based learning or leadership experience. In another analysis by the Alliance for Excellent Education, 21 states consider whether students have earned industry credentials.
The U.S. Department of Education's National Center for Education Evaluation (NCEE) is looking for proposals from vendors to complete an evaluation for two programs authorized under the Every Student Succeeds Act (ESSA) — the Innovative Assessment and Accountability Authority (IADA) and the Flexibility for Equitable Per-Pupil Funding. The evaluations will be focusing on describing implementations in pilot sites, challenges faced and approaches to mitigating challenges. This request for information is to conduct market research on whether there are sufficient interest capabilities from vendors to conduct these evaluations. Responses to the RFI were due on January 18.
Established in 2002, The What Works Clearinghouse (WWC) is an initiative of the Institute of Education Sciences within the U.S. Department of Education (USED) and led by several firms with expertise in education, research methodology, and dissemination of education research. In 2018, the WWC offered online group design training users to become a WWC-certified reviewer and developed tutorials providing information about the USED's evidence definitions used by grant programs. A web-based study review guide tool was also created for authors. Over 300 studies were added to its Reviews of Individual Studies database, and research relevant to charter schools were highlighted.