Good news for students and federalism: Most states step up on accountability under ESSA
By Brandon L. Wright and Michael J. Petrilli
By Brandon L. Wright and Michael J. Petrilli
A recent article in Education Week highlighted how an under-the-radar ESSA provision could spell trouble for states with multiple high school diplomas.
By Brandon L. Wright and Michael J. Petrilli
By Brandon L. Wright
In early June, the Ohio Department of Education (ODE) released an updated draft of its ESSA plan for public comment. The department had initially intended to submit its plan earlier this spring, but after heavy pressure, state officials decided to delay submission until September.
Early last week, the Trump administration gave three states feedback on their submitted plans for the Every Student Succeeds Act (ESSA).
NOTE: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.
By Brandon L. Wright
By Brandon L. Wright
By Brandon L. Wright
Ohio’s draft plan for implementing the Every Student Succeeds Act (ESSA) came out earlier this month, and we at Fordham continue to
In early February, the Ohio Department of Education (ODE) released the first draft of its state plan for the Every Student Succeeds Act (ESSA).
By Brandon L. Wright
One of the hallmarks of school accountability is the identification of and intervention in persistently low-preforming schools.
Today Education Week released its annual Quality Counts report card for states. Ohio earned a C with an overall score of 74.2, aligning the Buckeye State for the second year in a row with national U.S. average (also 74.2).
Teacher evaluation was one of President Obama’s signature policies, and a controversial element of education reform during his tenure.
The Every Student Succeeds Act (ESSA) has put the future of teacher evaluations firmly in the hands of states. Ohio is now in full control of deciding how to develop and best implement its nascent system.
By Kathryn Mullen Upton
By Michael J. Petrilli
Last week, several of my Fordham colleagues published a fantastic fifty-state review of accountability systems and how they impact high achievers. Lamentably, they found that most states do almost nothing to hold schools accountable for the progress of their most able pupils.
During the No Child Left Behind era of education reform, now winding down, teachers, schools and districts were tacitly encouraged to focus their efforts on raising the floor rather than raising the roof on student achievement. Whether by accident, choice or neglect, high-achievers as well as those merely "above proficient" received little attention. And why should they?
No, I’m not referring to the Golden State’s rich palette of ethnic and other minority (and majority) groups, nor to its desire that they’ll live, work, and go to school in harmony, like Monet’s Water Lilies or Matisse’s Fauve masterpieces.
You're invited to join in the conversation and contribute to Ohio’s Every Student Succeeds Act (ESSA) plan.
Many education stakeholders see the Every Student Succeeds Act (ESSA) as an opportunity to fix the most problematic provisions in NCLB. For many critics, the biggest bogeyman was too much standardized testing and its associated accountability measures.
Editor's note: This post reproduces a letter sent to Secretary of Education John King on July 29. Dear Mr. Secretary: