Posts Tagged ‘accountability’

Expanding Work-Based Learning Under ESSA and Perkins V

Tuesday, June 25th, 2019

This blog was originally posted by the Education Commission of the States on the EdNote education policy blog. To see the other posts in this series, click here.

The World Economic Forum predicts that, by 2022, the widespread advancement of high-speed mobile internet, artificial intelligence, big data analytics and cloud technology will transform up to 75 million jobs. To prepare for the future of work, today’s students need to know how to navigate an increasingly fluid, technology-based workforce — and work-based learning can help them get there.

Work-based learning — which can include low-exposure activities, such as career fairs or job shadowing, or intensive, sustained experiences, such as an internships or pre-apprenticeships — helps students gain real-world skills under the guidance and mentorship of industry professionals.

While work-based learning is often delivered at the local level in coordination with education and business leaders, states play a critical role in setting expectations and scaling work-based learning for all students. With new flexibility in both the Every Student Succeeds Act (ESSA) and the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), state leaders have the opportunity to strengthen and scale work-based learning to ensure all students can develop real-world skills.

One specific leverage point between ESSA and Perkins V is accountability. Under ESSA, states are given the flexibility to choose a measure of school quality or student success that aligns with their visions and priorities for public education. Forty states adopted measures of career readiness in their accountability systems — more than double the number of states with career readiness indicators in 2014. Of those states, 12 are specifically counting work-based learning as a measure of success for high school students.

These states can take their ESSA accountability systems into consideration as they define and set performance targets for Perkins V. When Perkins V was reauthorized in 2018, Congress gave states the opportunity to choose a secondary CTE program quality indicator from among three options, one of which is a measure of work-based learning completion. This indicator only applies to the population of students graduating high school after concentrating in CTE programs, but states can still use the opportunity to align definitions, data collection cycles and reporting between Perkins V and ESSA to elevate the importance of work-based learning in high school.

State and local leaders can also braid funding from ESSA and Perkins to strengthen and expand work-based learning opportunities for students. State leaders can start by mapping different funding streams between each of the laws and identifying critical opportunities. For example, they can use ESSA funds to train school leaders on integrating rigorous academics and work-based learning and Perkins V leadership funds to establish and scale work-based learning opportunities for students. Working in tandem, both ESSA and Perkins V can be used in service of a broader statewide work-based learning initiative.

But state leaders should ground this work in a shared vision for work-based learning. A statewide vision sets common expectations and resources for those managing work-based learning experiences on the ground and can help build consensus through meaningful and sustained employer and stakeholder engagement.

This approach has been widely effective in Tennessee, where state leaders have made a coordinated effort to define and align expectations for work-based learning in order to achieve the state’s Drive to 55 goal of increasing the percentage of adults in the state with a postsecondary credential or certification. In 2014, the state board of education mapped out a framework for work-based learning to clearly articulate the expectations and components that would make up a high-quality experience. This framework has been used at the state and local levels to drive work-based learning delivery.

In short, work-based learning is a critical strategy to help learners develop the real-world skills and experiences they need to prepare for the future of work. State policymakers can expand access to work-based learning opportunities through ESSA and Perkins V implementation by aligning data collection and accountability, braiding funding and setting a statewide vision.

Austin Estes, Senior Policy Associate

By Austin Estes in Public Policy
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State Leaders Are Prioritizing Workforce Readiness but the Data to Get There Is Missing

Wednesday, May 22nd, 2019

Workforce readiness takes center stage in most education policy conversations these days. With last year’s reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006 (now known as the Strengthening Career and Technical Education for the 21st Century Act or Perkins V), state leaders are increasingly focused on how they can improve and increase access to high-quality career technical education (CTE) programs. With more attention being paid to this important work, state leaders must be transparent about which kinds of CTE programs are being offered, who is accessing them, and how participants fare once they’re finished. To do this, states need to collect data that is meaningful and share it in ways that people can access and use to make informed decisions. Unfortunately, CTE data currently available leaves most students and families in the dark.

According to a recent report from Advance CTE in collaboration with partners including Data Quality Campaign (DQC), less than half of State CTE Directors say their CTE data systems provide the information needed to assist in making decisions about program quality and initiatives at both the secondary and postsecondary levels. The majority of states report being able to collect learner-level data on a variety of career readiness measures at the secondary level, but for a variety of reasons this information isn’t found on states’ most public-facing resource about school quality, their school report card.

In January 2019, DQC reviewed every state’s report card and found that only 21 states included the number or percentage of students who completed a CTE program or earned an industry credential. Almost no state reported a separate graduation rate for CTE concentrators. How states chose to report this information also varied greatly, making it difficult at times to understand and interpret the data. Some states reported CTE certification rates as a standalone indicator, while others rolled it into a broader college and career readiness (CCR) indicator. Combined CCR indicators are simple (in theory) but often contain a variety of very different data points (such as CTE certifications earned, dual enrollment, and AP course completion rates) and that summary indicator is rarely broken out to give readers a clear picture of the outcomes for each of the included, and very different, measures.

Two states, South Carolina and Pennsylvania, stood out for the variety of data each include about students’ pathways, which DQC highlighted as bright spots. South Carolina reports detailed CTE data, including course enrollment and completion, credential attainment, and the types of industry credentials earned by Career Cluster® (e.g., Business Management & Administration, Finance, etc.). Pennsylvania includes data about postsecondary pathways more broadly, such as military enlistment and postsecondary enrollment rates disaggregated by student group, as well as the percentage of students who have completed a work-based learning experience.

It’s certainly a positive step forward to see almost half of states beginning to include CTE data on their report cards, but more state leaders need to follow suit. By including CTE and career readiness data side-by-side with college-going rates, state leaders can help students and families see the value of CTE pathways. As states invest significant resources into further developing CTE programming, it is critical that they be transparent about program participation and student outcomes. In order for students to utilize these programs as paths to better outcomes, they must be equipped with the data needed to guide them there.

This is a guest blog post from Elizabeth Dabney, Director of Research and Policy Analysis at the Data Quality Campaign. The post was originally published here

By Austin Estes in Public Policy, Research
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The Number of States Counting Career Readiness Has More than Doubled Since 2014

Tuesday, March 19th, 2019

In a strong signal of support for Career Technical Education (CTE) and career readiness in high school, 40 states are now measuring career readiness in their state or federal high school accountability systems. Fewer than half as many – 17 – were measuring career readiness just five years ago.

The sophistication and design of the measures has evolved as well, and many states are working to intentionally link their accountability systems with high-quality career pathways.

That’s according to a new analysis from Advance CTE, Education Strategy Group, Achieve and the Council of Chief State School Officers. The report, the third edition in the Making Career Readiness Count series, uses a four-pronged framework that was developed by an expert workgroup and outlined in the report Destination Known: Valuing College AND Career Readiness in State Accountability Systems  to categorize how states are measuring college and career readiness.

The four categories used in the analysis provide a blueprint for states to develop and evolve rigorous measures. They each outline three levels that build upon one another, from Fundamental, to Advanced and Exceptional. The categories are:

Overall, the most common measure used across the states is Assessment of Readiness, with thirty states and the District of Columbia valuing experiences that are aligned with the Destination Known recommendations. Another 12 states include out of sequence measures that are aligned with this indicator but do not include the Fundamental measure, attainment of state-defined college- and career-ready level on a high school summative assessment. The vast majority of states counted under the Assessment of Readiness category are measuring industry-recognized credential attainment.

Another commonly used measure is Progress Toward Post-High School Credential. Seventeen states and the District of Columbia include measures aligned with the Destination Known recommendations, and another 22 states include out of sequence indicators. A number of states include either pathway completion or dual enrollment coursework in their accountability plans without requiring that experience to be accompanied by the completion of a state-defined college- and career-ready course of study, which is the Fundamental measurement in this category.

Twelve states include a Co-Curricular Learning and Leadership Experiences measure in their state or federal accountability systems, often looking at work-based learning participation. Eight states include information on Transitions Beyond High School, reporting either postsecondary enrollment or postsecondary enrollment without the need for remediation.

With all of the progress states have made, there is still room to strengthen and improve measures of career readiness. For example, states should be explicit about how career readiness components – such as work-based learning, industry-recognized credentials and dual enrollment – align to each other and to a students’ career pathways. They should also be transparent with their data and put thought and care into designing accountability systems that value and encourage the experiences that are best aligned with the outcomes they want for students. These and other opportunities are discussed in the report, Making Career Readiness Count 3.0.

The even harder work ahead is to support all students in their preparation for and transition to college, career and life. Regardless of the path students choose to pursue, they need to be transition ready. State and federal accountability systems can and should be used to highlight areas for improvement and connect programs and students with the supports they need to be successful.

Austin Estes, Senior Policy Associate

By Austin Estes in Advance CTE Resources, Public Policy, Publications, Research, Resources
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New Resources: Designing Meaningful Career-Ready Indicators (Part 2)

Tuesday, August 21st, 2018

Earlier this summer, Advance CTE in partnership with Education Strategy Group (ESG) and the Council of Chief State School Officers (CCSSO), released two profiles highlighting how states were integrating career-ready indicators into their accountability systems, specifically Progress towards Post-High School Credential and Assessment of (college and career) Readiness.

Today, we are releasing the final two of these profiles aligned with the remaining categories in  Destination Known: Valuing College AND Career Readiness in State Accountability Systems: Co-Curricular Learning and Leadership Experiences and Transitions Beyond High School. The Co-curricular Learning and Leadership Experiences profile focuses on how states like Georgia, Oklahoma and South Carolina are measuring work-based learning within their accountability system, while the Transitions Beyond High School profile explores how Colorado and Missouri are holding schools accountable for learners’ post-high school success in college and careers. While these are newer indicators and less likely to be included in states’ accountability systems, they are a critical to measuring college and career readiness in learners.

Read all four of the Career-Focused Indicator Profiles here and stay tuned for an update to Making Career Readiness Count (3.0) soon:

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Resources, Uncategorized
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New Resources: Designing Meaningful Career-Ready Indicators (Part 1)

Thursday, July 5th, 2018

Over the past four years, Advance CTE has been tracking how states value career readiness within their federal and state accountability systems, shared in our bi-annual report, Making Career Readiness Count (released in 2014 and 2016), in partnership with Achieve. The passage of the Every Student Succeeds Act (ESSA) in 2016 led a significant increase in states valuing measures of career and college readiness in their accountability systems, which has the power to truly transform districts and schools across the country.

With nearly every state’s ESSA plan approved by the U.S. Department of Education, states are in the process of actually designing their new or revised accountability systems, including developing business rules and guidance to locals on data collection and designing report cards.

To help states design and implement the most meaningful career-focused indicators at this key moment in time, Advance CTE, Education Strategy Group (ESG) and the Council of Chief State School Officers (CCSSO) are developing a series of career-focused indicator profiles organized around the four types of measures recommended in Destination Known: Valuing College AND Career Readiness in State Accountability Systems.

Today, we are releasing two on Progress toward Post-High School Credential and Assessment of Readiness. These profiles explore how leading states, including Delaware, Ohio, Tennessee and West Virginia, are designing their indicators to ensure they are based on quality, validated data, are inclusive of all students, and are aligned with meaningful outcomes. They should serve as a resource and inspiration for states working on similar indicators.

In the next few weeks, Advance CTE will be releasing two additional profiles on the other categories defined in Destination Known: Co-curricular Learning and Leadership Experiences and Transitions Beyond High School. And, in the coming months, we will release our third edition of Making Career Readiness Count in partnership with Achieve, ESG and CCSSO. Stay tuned for more!

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Resources, Resources
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Getting to Know… California

Thursday, March 8th, 2018

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: California

State CTE Director: Donna Wyatt, Director, Career and College Transition Division, California Department of Education

About California: California is a state that doesn’t just give lip service to career readiness; it fully commits to preparing learners for meaningful careers. Last summer, the Career and College Transition Division underwent a significant reorganization that elevated the role of career readiness within the Department of Education. The state legislature has also appropriated more than $1.4 billion in the past few years to support Career Technical Education (CTE) and career pathways across the state through various initiatives and grants.

In California, CTE is delivered through comprehensive high schools, career academies, community colleges and 74 Regional Occupational Centers and Programs (ROCPs). California recognizes 15 industry sectors loosely organized around the National Career Clusters framework, including state-specific sectors such as fashion and interior design. While programs are developed and administered locally, there are seven technical assistance centers across the state that support local districts to evaluate and improve their program offerings. These efforts are guided by a framework of 11 elements of a high-quality CTE system that are outlined in the state’s Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) state plan.

Notable in California – College and Career Indicator: In 2016, the California Department of Education unveiled a new school dashboard with various measures of school performance to provide transparency for students, families and communities. The dashboard is designed to satisfy school accountability requirements under the Every Student Succeeds Act (ESSA). Included in the dashboard is a College and Career Indicator to rate schools on their success in preparing learners for post-high school transitions. Currently, schools are evaluated on only three levels — prepared, approaching prepared and not prepared — that include measures such as CTE pathway completion and dual enrollment.

While the dashboard was implemented with only three levels for this indicator, efforts are underway to define what it takes for students to be “well prepared” for college and careers. State leaders in California are working to define this level and are exploring options such as work-based learning participation and industry-recognized credential attainment.

Notable in California – California Career Pathways Trust: The California Career Pathways Trust (CCPT) is a multi-million dollar grant program authorized in the 2013-14 state budget to accelerate the development of regional 9-14 career pathways. Between 2014 and 2015, grants of up to $15 million were awarded to 87 sites, which include partnerships between high schools, colleges and businesses.

According to a 2017 evaluation of CCPT, more than 800 discrete school-level pathways were developed or strengthened in the first year of the initiative, including in both community colleges and high schools. Many of these included CTE course sequences, work-based learning and student support services. Further, many sites reported that the partnerships established through their CCPT work led to lasting relationships and collaboration with key industry leaders.

While selected sites are continuing to receive funding through CCPT, the program was designed as a one-time investment to accelerate regional career pathways work. Day-to-day CTE programs and career readiness activities are supported through the CTE Incentive Grant program and the Local Control Funding Formula.

Austin Estes, Senior Policy Associate

By Austin Estes in Uncategorized
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States Passed 241 Policies to Support CTE in 2017

Thursday, January 25th, 2018

2017 was a banner year for Career Technical Education (CTE). Overall, 49 states and the District of Columbia passed a total of 241 policies related to CTE and career readiness, a marked increase from 2016. But while it is encouraging to see a groundswell of enthusiasm for CTE at the local, state and national levels, how will states leverage CTE’s momentum and ensure that state action translates to better outcomes for students?

Today, Advance CTE and the Association for Career and Technical Education (ACTE) released the fifth edition of the annual State Policies Impacting CTE report, examining activity from 2017. To develop the report, Advance CTE and ACTE reviewed state activity, cataloged all finalized state actions and coded activity based on the policy area of focus. For 2017, the top five policy areas of focus include:

Funding was at the top of the list for the fifth year in a row. Policies in this category include a $16 million one-time appropriation for CTE equipment grants in Tennessee, the development of a productivity-based funding index for Arkansas institutions of higher education and a workforce development scholarship authorized through Maryland’s More Jobs for Marylanders Act of 2017. With few exceptions, state legislatures renewed or increased appropriations for CTE programs and related activities. 

There was also a lot of activity related to data, reporting and accountability, largely due to state work around the Every Student Succeeds Act (ESSA). In 2017, 35 states identified measures of career readiness in their federal accountability systems, and many of these measures included industry-recognized credential attainment, dual-credit completion and work-based learning participation.

While 2017 set a new high-water mark for state activity, a look across the past five years of this report illustrates that states are doubling down on a few policy priorities.

With the exception of 2015—when fewer states passed policies related to Industry-recognized Credentials or Data, Reporting and Accountability—these five policy areas have been the top priorities for states every year that this report has been published. This is no surprise, given that much of the conversation in the CTE field over the past five years has centered around accountability, credentials of value, dual enrollment and work-based learning. Even compared to recent years, states were more active in 2017, and there was a spike in the number of states adopting new legislation or rules in these policy areas.

So what lessons can be drawn from this year’s state policy review? For one, the enthusiasm for CTE is real. State legislatures, governors and boards of education are coming to recognize what the CTE community has known for years: that high-quality career preparation helps learners develop academic, technical and professional skills and results in positive rates of graduation, postsecondary enrollment and completion, and ultimately career success. 

But it is also important to make a distinction between the quantity of policies passed and the quality of their implementation. 2017 was a record year for state CTE policy, but now comes the true test. State leaders should follow through on the policy commitments made in 2017 by sustaining funding for critical programs, identifying and adopting policies to ensure CTE quality, and taking time to evaluate the implementation and effectiveness of existing policies.

A copy of the report, State Policies Impacting CTE: 2017 Year in Review, is accessible in the Learning that Works Resource Center. Advance CTE and ACTE are also hosting a webinar on January 31, to unpack findings from this year’s review (registration for the webinar is at capacity, but a recording will be available following the webinar at https://careertech.org/webinars).

Austin Estes, Policy Associate

By Austin Estes in Legislation, Public Policy, Publications, Research
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ESSA Marks A Watershed Moment for Career Readiness, But States Leave Many Opportunities On the Table

Thursday, December 14th, 2017

This year marked a pivotal moment for K-12 education. With the passage of the Every Student Succeeds Act (ESSA) in 2015, state leaders have spent the last two years reexamining and strategizing they way they deliver K-12 education. Now that the last ESSA plans have been written and submitted, we finally have a national picture of state priorities for education, including how K-12 education systems will support and reinforce career preparation opportunities.

One of the key priorities for ESSA is alignment and conformity across different federal and state systems. ESSA gives states the flexibility to hold schools accountable, measure student outcomes, and provide supports and technical assistance in a way that is aligned with their own priorities. States are encouraged to streamline services across Career Technical Education (CTE), workforce development and higher education and truly support learners to achieve career success.

Today Advance CTE and Education Strategy Group released an update to Career Readiness & the Every Student Succeeds Act: Mapping Career Readiness in State ESSA Plans. The report examines state plans in all 50 states and the District of Columbia to see how states are taking advantage of key opportunities to support career readiness. Overall, two key takeaways rise to the surface:

Kentucky’s plan, for example, draws on economic priorities to undergird accountability and supports across each of the different titles in the law. The plan describes the five key industry sectors in the commonwealth of Kentucky and clearly articulates the role that CTE and K-12 education play in preparing learners for success in the modern workforce. Kentucky’s accountability system reinforces this priority by measuring and holding schools accountable for key career readiness metrics, including industry-recognized credential attainment, CTE dual credit completion, apprenticeships and more.

The report also profiles state plans for Title II, Part A funding, which supports the development of teachers and school administrators, and Title IV, which provides critical funding to expand access to opportunities for a “well-rounded education.”

State leaders have completed the tremendous work of engaging stakeholders, identifying priorities and developing strategic action plans to drive education in their states. Now they are tasked with implementing those plans. Given the growing profile of CTE and the elevated role of career readiness in state ESSA plans, the path ahead is promising. But now is the critical time to act, and states should ensure that they fully leverage all of ESSA’s opportunities and follow through on the commitments they made in their plans.  

In addition to the report, a supplemental appendix profiling specific state strategies and an infographic of key takeaways are available to download.

Austin Estes, Policy Associate

By Austin Estes in Public Policy, Publications, Research
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In Round 2 ESSA States, A Clear Vision for Career Readiness Helps Anchor Implementation Strategies

Tuesday, August 8th, 2017

The Every Student Succeeds Act (ESSA) requires states to articulate long-term goals for student academic achievement, graduation rates and English language proficiency. Yet some states have opted to go beyond federal requirements to describe a comprehensive vision for the future of K-12 education. In some cases, this helps anchor the plan and provides opportunities for cohesion across different title programs.

As the remaining 34 states prepare for next month’s submission deadline, several — including Pennsylvania and South Dakota — are taking the opportunity to refine their statewide vision. These states are leveraging the ESSA stakeholder engagement and planning process to chart out a new, aspirational future for education, one that puts career readiness front and center.

Pennsylvania Aims to Increase CTE Enrollment to Prepare All Learners for Postsecondary and Workforce Success

The Pennsylvania Department of Education (PDE), for example, describes its mission as preparing all learners for “meaningful engagement in postsecondary education, in workforce training, in career pathways, and as responsible, involved citizens.” PDE goes on to elevate the importance of career ready pathways for student success. This framing sets the tone for the rest of the state’s proposed ESSA plan, and is echoed through the state’s accountability, technical assistance and grant administration strategies.

Under accountability, Pennsylvania calls for a career readiness indicator to measure the implementation and completion of career exploration activities in elementary, middle and high school. Additionally, the state proposes a new public-facing report card called the Future Ready PA Index that will monitor and report out a variety of career readiness metrics. Metrics identified through stakeholder engagement include participation in advanced coursework (Advanced Placement, International Baccalaureate and dual enrollment), and the number of students earning industry-recognized credentials.  The inclusion of these metrics in Pennsylvania’s public reporting and accountability system demonstrates the state’s commitment to career preparation at all levels of education.

The plan also identifies funding sources through different ESSA title programs and outlines strategies to braid funds and promote certain career preparation activities. These strategies are organized around four guiding priorities, one of which is to ensure well-rounded, rigorous and personalized learning for all students. Specifically, the plan proposes to increase participation in advanced coursework, promote access to Science, Technology, Engineering and Math education (STEM), and support meaningful career pathways, aiming to increase enrollment in state-approved CTE programs by five percent annually. With this clearly articulated vision, PDE urges local education agencies to braid funds through Title I, Title II and Title IV to support related efforts. Specific encouraged activities include hiring and training qualified career and college counselors to help learners make informed decisions about their career paths.

South Dakota Plans to Expand High-Quality CTE Pathways

Similarly, preparing all graduating high school student for postsecondary education and the workforce is one of four K-12 milestones identified in South Dakota’s ESSA plan. The importance of CTE and career preparation is not lost. In fact, South Dakota commits to providing learners with multiple pathways to demonstrate readiness for college, career and life after high school.

Like Pennsylvania, South Dakota plans to use its accountability system to achieve this vision. The state aims to refine it college and career readiness indicator, originally adopted in the 2012-13 school year, to value learners who graduate ready for both college and careers. The indicator includes two metrics — assessment of readiness and progress toward a post high school credential  that count students completing advanced coursework such as CTE, AP and dual credit as well as those earning passing scores on college entrance examinations.

What is notable about South Dakota’s ESSA plan is that CTE is drawn out as a strategy throughout different parts of the plan, illustrating the extent to which CTE is core to South Dakota’s vision. For one, South Dakota plans to provide technical assistance to schools identified for comprehensive or targeted support and improvement to help them develop and expand high-quality CTE pathways. The justification for this strategy is that CTE students have higher graduation rates. Additionally, South Dakota aims to launch pilot schools that provide work-based learning experience, early postsecondary opportunities and robust career guidance and supports for students. And, under Title IV, Part A (the new Student Support and Academic Enrichment Grants), South Dakota plans to set aside state funds to help local education agencies expand high-quality CTE pathways.

ESSA gives states a clear opening to reorganize their priorities and vision for K-12 education. Newfound flexibility under the law allows for state-appropriate strategies that reflect stakeholder input and are aligned with other statewide initiatives. However, ESSA plans will only be as effective as states make them. By setting clear goals and connecting efforts and strategies, states can organize their ESSA implementation efforts to support career readiness and success.

Austin Estes, Policy Associate

By Austin Estes in Public Policy
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Top Findings from Reviews of State ESSA Plans

Tuesday, July 25th, 2017

How long does it take to read through and analyze 17 state plans under the Every Student Succeeds Act (ESSA)? Two months seems to be the sweet spot for many of the nation’s education thought leaders. Since the first submission window closed this spring, a number of groups, Advance CTE among them, have released their takes on the first round of state plans.

Federal education policy inevitably draws opinions, advice and criticism from all corners of the country, and states’ planning around ESSA implementation has been no exception. Below we round up some of the latest takes and summarize conclusions from the first round of submitted plans.

ESSA: Early Observations on State Changes to Accountability Systems (Government Accountability Office)

Purpose: The GAO was requested by Congress to study and report on states’ progress and approaches toward amending accountability under ESSA. To conduct the report, GAO policy researchers interviewed national stakeholders and met with education officials in California and Ohio, two states that were identified as taking different approaches to accountability.

Key Findings: The report finds that states are taking advantage of increased flexibility under ESSA, though the degree of change ranges by state. The authors classify ESSA accountability development by four dimensions: 1) determining long-term goals, 2) developing performance indicators, 3) differentiating schools and 4) identifying and assisting low-performers.  

ESSA Equity Dashboards (Alliance for Excellent Education)

Purpose: To highlight strengths and draw attention to growth areas in ESSA plans, the Alliance for Excellent Education is developing ESSA Equity Dashboards that rate key components of state plans. Dashboards are available for five of the first 17 plans, with the remaining expected in August. The dashboards examine long-term goals, support and intervention, and accountability.

Key Findings: The Alliance for Excellent Education highlights Louisiana’s plan for its focus on academic outcomes and the design of the state’s “Strength of Diploma Indicator.” Reviewers flagged Colorado’s long-term goals for math and reading performance.

ESSA Leverage Points: 64 Promising Practices from States for using Evidence to Improve Student Outcomes (Results for America)

Purpose: This analysis from Results for America examines the first 17 submitted ESSA plans and evaluates the degree to which states aim to use evidence-based practices in certain parts of their plan. The analysis is based on 13 key ESSA leverage points identified by Results for America and the Council of Chief State School Officers. Leverage points include monitoring local education agency implementation, allocating school improvement funds, monitoring and evaluating school improvement, and more.

Key Findings: The reviewers found that:

An Independent Review of ESSA State Plans (Bellwether Education Partners and the Collaborative for Student Success)

Purpose: To supplement the Department of Education’s peer review process, Bellwether Education Partners and the Collaborative for Student Success convened a peer review team of their own, drawing together more than 30 local, state and national experts to review and rate state plans. Their analysis focused on nine key elements.

Key Findings: The results of the peer review are broken down by state at https://checkstateplans.org/. Overall, the reviewers found that:

Leveraging ESSA to Promote Science and STEM Education in States (Achieve)

Purpose: This analysis from Achieve examines 17 round 1 state ESSA plans through the lens of Science, Technology, Engineering and Mathematics (STEM) education, pinpointing how states are leveraging assessments, graduation requirements and other goals to promote science and STEM.

Key Findings: Achieve’s analysis finds that, among the 17 round 1 state plans:

Making the Most of ESSA: Opportunities to Advance STEM Education (Education First)

Purpose: Education First, with support from the Overdeck Family Foundation, examined 25 state plans (including 17 submitted plans and an additional eight draft plans) to identify leverage points for STEM education and review whether and how states are taking advantage of these opportunities. Their review focused on four key dimensions of state plans: inclusion of state science assessments in accountability systems; including of Career Technical Education (CTE) indicators in accountability systems; inclusion of Advanced Placement (AP) and International Baccalaureate indicators in accountability systems; and STEM elements in 21st Century Community Learning Centers.

Key Findings: The reviewers found that:

Reflections on State ESSA Plans (American Institutes for Research)

Purpose: Researchers at the American Institutes for Research reviewed 17 submitted plans and three additional draft plans to get a broad perspective on how states are prioritizing certain strategies. Their analysis covered plans for accountability, STEM, school improvement, technology and more.

Key Findings: Notably, the researchers at AIR found that, among the 20 plans reviewed:

Overall, reviewers seem impressed with states’ efforts to include more comprehensive indicators of student success in their accountability system. However, states were light on details about how their plans will be implemented and how schools will be supported to improve student performance. The remaining two-thirds of states planning to submit plans in September can draw on these findings, along with Advance CTE’s report on career readiness and ESSA, to ensure their plans are robust and sufficiently leverage all that ESSA has to offer.

Austin Estes, Policy Associate

 

By Austin Estes in Public Policy, Research, Resources
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