Since bipartisan negotiations on legislation to reauthorize the Elementary and Secondary Education Act (ESEA) failed last month, Senate HELP Committee Ranking Member Lamar Alexander (R-TN) and other committee Republicans today introduced their own proposal to improve current law. In a stark contrast to the Democratic proposal released on June 4 at a whopping 1,100+ pages, the Every Child Ready for College and Career Act streamlines most federal education programs to a mere 211 pages.
In general, the purpose of the bill is to reduce the federal footprint in education policy and “to restore freedom to parents, teachers, principals, Governors, and local communities so that they can improve their local public schools.” To do so, the legislation would prohibit the US Department of Education from issuing regulations to prescribe standards or measures that states and districts would use to establish state standards, assessments, accountability systems, systems that measure student growth, measures of other academic indicators, or teacher or principal evaluation systems.
In order to receive Title I funding, states must provide an assurance that they have adopted “challenging” academic content standards and student academic achievement standards in math, reading or language arts, and science, and implemented “high-quality” yearly student academic assessments that will be used as the primary means of determining the performance of schools. The assessments should involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding. In a move away from the Democratic proposal, the bill would continue to allow states to assess students with disabilities based on modified academic achievement standards.
States must also assure that they have developed and are implementing a single, statewide accountability system “to ensure that all students graduate from high school prepared for postsecondary education or the workforce without the need for remediation.” The system should annually identify and differentiate all public schools in the state, taking into consideration achievement gaps between student subgroups, overall performance of all students, and high school graduation rates.
The system should also identify schools that are in need of strategies for improving student academic achievement and provide assistance to districts to develop and implement appropriate strategies for improving identified schools. Districts would be required to develop assistance strategies, which may include:
- Replacing the principal who led the school before implementation of the strategy;
- Screening and replacing teachers who are not effective in improving student achievement;
- Giving the school sufficient operational flexibility in programming, staffing, budgeting, and scheduling;
- Providing ongoing, high-quality professional development to instructional staff;
- Creating incentives for recruiting and retaining staff with the skills that are necessary to meet the needs of the students in the school;
- Implementing a research-based instructional program aligned with the state’s challenging academic standards;
- Converting the school to a charter school;
- Closing the school and enrolling the students in other schools that are higher performing;
- Adopting a new governance structure for the school; or
- Developing other strategies that the district deems appropriate to address the needs of students in identified schools.
Just over $3 billion would be authorized for Title II, and the allowable state activities look very similar to current law with regard to school leaders: reforming principal certification and licensure so that principals have the instructional leadership skills to help students meet challenging state standards, developing and improving evaluation systems that “shall be based in significant part on evidence of student growth,” establishing alternative routes to the principalship, developing new principal induction and mentoring programs, implementing high-quality professional development programs for principals, and supporting efforts to train principals to effectively integrate technology into curricula and instruction. In order to receive a subgrant from states, districts must conduct a comprehensive needs assessment to determine the schools with the most acute staffing needs.
Similar to the bill passed by the House Education and the Workforce Committee in 2012, the Every Child Ready for College and Career Act aims to provide states and districts with maximum flexibility in using federal funds. Essentially, all programs not included in Titles I or II would be consolidated into two block grants, and funding would be allocated to districts based on the results of a comprehensive needs assessment. Unfortunately, this would include a number of programs NASSP members deem essential in their schools, including School Leadership, the Striving Readers Comprehensive Literacy Program, education technology, school counseling, and mental health and bullying prevention programs.
The legislation would also eliminate Maintenance of Effort (MoE), which helps ensure the continuity of state and local funding efforts. Current MoE provisions provide the greatest protection to low-wealth districts that generally educate more low-income students. We’re concerned that if states are allowed to cut funding for education, the most vulnerable districts, serving the neediest students, could be hurt disproportionately.
Sen. Alexander is expected to introduce his bill as a substitute amendment during the June 11 markup, and the amendment will likely fail on a party-line vote. Check back next weeks for more updates on ESEA reauthorization, and for up-to-minute news, follow @akarhuse and @balljacki on Twitter!
The National Association of Secondary School Principals invites you to attend
School Leaders Address Hot Topics in Education Reform
A Discussion with the 2012 NASSP/Virco National Assistant Principal of the Year and National Finalists
Thursday, April 19, 2012
2:00pm – 3:30pm
Capitol Visitor Center, SVC 201-00
Ken Griffith, President, National Association of Secondary School Principals (NASSP)
Brian True, Director of Sales, Virco Inc.
Sean Burke, National Finalist
McMinnville High School, McMinnville, OR
Maureen Cohen, National Finalist
Grafton High School, Grafton, MA
Denise Khaalid, 2012 NASSP/Virco National Assistant Principal of the Year
South Pointe High School, Rock Hill, SC
What does it take to improve student achievement, what does effective school reform actually look like in schools, and what is the best way to evaluate teachers? Every school will have a unique experience, but a key group of key school leaders play an important role: assistant principals. You will hear from the 2012 NASSP/Virco National Assistant Principal of the Year and National Finalists as they discuss hot topics in education reform such as maintaining a positive school climate, teaming and coaching teacher leaders, and using technology to improve student achievement and for professional learning.
Space for this event is limited; RSVPs will be accepted on a “first-come” basis. Acceptances ONLY with subject line “RSVP: April 19 NASSP Briefing” to firstname.lastname@example.org by Tuesday, April 17, 2012.
The NASSP/Virco National Assistant Principal of the Year program began in 2004 as a means to recognize the dedication and critical importance of secondary school assistant principals. The program recognizes outstanding middle level and high school assistant principals who have demonstrated success in leadership, curriculum and personalization.
NASSP is the leading organization of and national voice for middle level and high school principals, assistant principals, and all school leaders from across the United States and more than 45 countries around the world. The association provides research-based professional development and resources, networking, and advocacy to build the capacity of middle level and high school leaders to continually improve student performance. Reflecting its long-standing commitment to student leadership development as well, NASSP administers the National Honor Society, National Junior Honor Society, National Elementary Honor Society, and National Association of Student Councils. For more information about NASSP, located in Reston, VA, visit www.nassp.org.
As America’s leading manufacturer and supplier of furniture and equipment for K–12 schools, Virco is proud to support NASSP. Virco’s great classroom furniture selection includes best-selling ZUMA® models, traditional chairs and desks, and all-new Parameter®, TEXT®, Metaphor® and Telos® items. In 2005, ZUMA and ZUMAfrd™ became the first classroom furniture products to earn GREENGUARD® for Children and Schools certification; now, Virco has hundreds of Greenguard-certified products. Virco offers the classroom furniture industry’s only Take-Back Program that helps schools recycle their out-of-service furniture. If you’re faced with a major FF&E purchasing project, check out Virco’s stress-free PlanSCAPE® service!