ESSA: What is actually contained in the
Every Student Succeeds Act?
Know what you are voting on is not an end to common core or a return to local control. It is an expansion of “the secretary’s” duties and Federal control. The new ESSA is an expansion of K-12 education mandates. It sets up “college and career ready” preschoolers and encourages SLDS tracking by numerous governmental agencies into the post secondary education years.
ESSA outlines data collection, competency based pay for teachers, pipeline services from birth to age 20, new federally monitored “promise” neighborhoods, an expansion of data driven computer adaptive testing, and in-school mental health services which will not be protected by HIPPA privacy protection laws. It is an erosion of local control and the continuation of a data driven model which corporate interests will benefit from.
P.46 (7) FAILURE TO MEET REQUIREMENTS.—If a 21 State fails to meet any of the requirements of this section, the Secretary may withhold funds for State administration under this part until the Secretary determines that the State has fulfilled those requirements.
P120 ‘‘(viii) Information submitted by the State educational agency and each local educational agency in the State, in accordance with data collection conducted pursu- ant to section 203(c)(1) of the Department of Education Organization Act (20 U.S.C. 3413(c)(1)), on—
‘‘(I) measures of school quality, climate, and safety, including rates of in-school suspensions, out-of-school suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment; and
P.85 .Data Tracking of any indicators
‘‘(II) For purposes of subclause (I),the State may include measures of— ‘‘(III) student engagement;‘‘(IV) educator engagement;‘‘(V) student access to and completion of advanced coursework;‘‘(VI) postsecondary readiness;‘‘(VII) school climate and safety; and‘‘(VIII) ANY OTHER INDICATOR the State chooses that meets the requirements of this clause
Does the Government also intend to regulate private schools? See pages 186-187, 833-840
11 SEC. 1011. PARTICIPATION OF CHILDREN ENROLLED IN PRIVATE SCHOOLS.
13 Section 1117, as redesignated by section 1000(3), is
15 (1) in subsection (a)—
16 (A) by striking paragraph (1) and inserting the following:
18 ‘‘(1) IN GENERAL.—To the extent consistent with the number of eligible children identified under section 1115(c) in the school district served by a local educational agency who are enrolled in private elementary schools and secondary schools, a local educational agency shall—
24 ‘‘(A) after timely and meaningful consultation with appropriate private school officials,
1 provide such children, on an equitable basis and
2 individually or in combination, as requested by the officials to best meet the needs of such children, special educational services, instructional services (including evaluations to determine the progress being made in meeting such students’ academic needs), counseling, mentoring, one-on- one tutoring, or other benefits under this part
9 (such as dual or concurrent enrollment, educational radio and television, computer equipment and materials, other technology, and mobile educational services and equipment) that address their needs; and
14 ‘‘(B) ensure that teachers and families of the children participate, on an equitable basis, in services and activities developed pursuant to section 1116.’’;
18 (B) by striking paragraph (3) and inserting the following:
20 ‘‘(3) EQUITY.—
21 ‘‘(A) IN GENERAL.—Educational services and other benefits for such private school children shall be equitable in comparison to services and other benefits for public school children participating under this part, and shall be provided in a timely manner.
3 ‘‘(B) OMBUDSMAN.—To help ensure such equity for such private school children, teachers, and other educational personnel, the State educational agency involved shall designate an ombudsman to monitor and enforce the requirements of this part.’’;
States are gathering data and reporting to “the Secretary”
P232 ‘(ix) gather data, solicit regular feedback from teachers, principals, other school leaders, and parents, and assess the results of each year of the program of demonstration authority under this section, and respond by making needed changes to the innovative assessment system; and
‘‘(x) report data from the innovative assessment system annually to the Secretary, including—
19 ‘‘(i) a description of the local educational agencies within the State educational agency that will participate, including what criteria the State has for approving any additional local educational agencies to participate during the demonstration authority period;
p289 ‘‘(h) NONCOMPLIANCE.—The Secretary may, after
1. providing notice and an opportunity for a hearing (including the opportunity to provide supporting evidence as provided for in subsection (i)), terminate a local flexibility demonstration agreement under this section if there is evidence that the local educational agency has failed to comply with the terms of the agreement and the requirements under subsections (d) and (e).
P337 Incentivized teaching
to improve within-district equity in the distribution of teachers, consistent with section 1111(g)(1)(B), such as initiatives that provide—
‘‘(i) expert help in screening candidates and enabling early hiring;
‘‘(ii) differential and incentive pay for teachers, principals, or other school leaders in high-need academic subject areas and specialty areas, which may include performance-based pay systems;
‘‘(iii) teacher, paraprofessional, principal, or other school leader advancement and professional growth, and an emphasis on leadership opportunities, multiple career paths, and pay differentiation
P348 Human capital
1. (2) to study and review performance-based compensation systems or human capital management systems for teachers, principals, or other school leaders to evaluate the effectiveness, fairness, quality, consistency, and reliability of the systems
3) HUMAN CAPITAL MANAGEMENT SYSTEM.— The term ‘human capital management system’ means a system—
‘‘(A) by which a local educational agency makes and implements human capital decisions, such as decisions on preparation, recruitment, hiring, placement, retention, dismissal, compensation, professional development, tenure, and promotion; and
‘‘(B) that includes a performance-based compensation system.
‘‘(4) PERFORMANCE-BASED COMPENSATION SYSTEM.—The term ‘performance-based compensation system’ means a system of compensation for teachers, principals, or other school leaders”
Are our students Human Capital or are they children?
Teachers and Administrators See pages p350-359!
p351 1 ‘‘SEC. 2212. TEACHER AND SCHOOL LEADER INCENTIVE 2 FUND GRANTS. 3 ‘‘(a) GRANTS AUTHORIZED.—From the amounts reserved by the Secretary under section 2201(1), the Secretary shall award grants, on a competitive basis, to eligible entities to enable the eligible entities to develop, implement, improve, or expand performance-based compensation systems or human capital management systems, in schools served by the eligible entity.
P404 ‘‘(B) use evidence-based screening assessments for early identification of such students beginning not later than kindergarten;
P 453 23 ‘‘(6) SCHOOL-BASED MENTAL HEALTH SERVICES PROVIDER.—The term ‘school-based mental 25 health services provider’ includes a State-licensed or State-certified school counselor, school psychologist, school social worker, or other State licensed or certified mental health professional qualified under State law to provide mental health services to children and adolescents
see also p 479
Pages 599-618 are in my opinion the scariest section of the bill. They prescribe expanded learning time, pipeline services, full-service community schools, neighborhoods of promise and ‘‘(B) A needs assessment that identifies the academic, physical, nonacademic, health, mental health, and other needs of students, families, and community residents. This is federal intrusion into the home, the neighborhood and the health records of students.
Also see p 617.
Pgs 599-608 Expanded learning time
‘‘(ii) ensuring appropriate diagnostic assessments and referrals for children with disabilities and children aged 3 through 9 experiencing developmental delays, consistent with the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), where applicable.
‘‘(B) Supporting, enhancing, operating, or expanding rigorous, comprehensive, effective educational improvements, which may include high-quality academic programs, expanded learning time, and programs and activities to prepare students for postsecondary education admissions and success.
P617 Needs assessment for pipeline services
‘‘(B) A needs assessment that identifies the academic, physical, nonacademic, health, mental health, and other needs of students, families, and community residents
‘‘(22) EXPANDED LEARNING TIME.—The term ‘expanded learning time’ means using a longer school day, week, or year schedule to significantly increase the total number of school hours, in order to include additional time for—‘‘(A) activities and instruction for enrichment as part of a well-rounded education; and ‘‘(B) instructional and support staff to collaborate, plan, and engage in professional development (including professional development on family and community engagement) within and across grades and subjects. P 783
Why do we need 1061 pages of bill released two days before the House vote to repeal No Child Left Behind? Let teachers teach. Let local LEA’s govern their own schools. Let parents be the primary entity in charge of their child’s education. The family is the central unit of our society. Not the school. Not the federal government.
This is just the tip of the iceburg. Dig in and read ESSA for yourself. Tell me what you think after 50 pages.
Originally posted at Fire and Ice Blogs, where the author spent 3 days reading this massive legislation. Read Full article here and tell her what a great job she did.