Posts Tagged ‘Well-rounded Education’

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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And They’re Off! Early ESSA Plans Signal Enthusiasm for Career Readiness

Thursday, April 6th, 2017

The Every Student Succeeds Act (ESSA), reauthorized in 2015 under President Obama, affords states great opportunity to promote career readiness by updating state accountability systems, providing supports for teachers and leaders, and ensuring students can access a “well-rounded education,” including opportunities such as Career Technical Education (CTE). With the first submission window for ESSA plans now officially open, several states have stepped up to the plate, signaling a new era of career readiness.

Amid Transitions in Washington, States Move Forward as Planned

This week’s submission window comes after recent changes to the ESSA plan submission process threatened to derail the timeline. After Congress exercised its rarely-used Congressional Review Act authority earlier this year to revoke certain ESSA regulations, Education Secretary Betsy DeVos urged states to stay the course and continue their implementation efforts as planned. Earlier in March, Sec. DeVos released an updated template reorganizing the structure of the state plan and eliminating a few requirements from the Obama administration’s version, providing additional flexibility to states. While this reduced the turnaround time for states to prepare their final plans, states are permitted to submit plans as late as May 3 to provide the governor 30 days to review the final version, as required by statute.

States took these changes in stride, though some are reconsidering their approach to public data reporting. The accountability regulations repealed by Congress earlier this year encouraged the use of a “summative rating” to differentiate school performance. Now that the rule no longer applies, many states are rolling back A-F school report cards in favor of multi-measure dashboards. These changes are largely a response to criticism from local superintendents and other stakeholders who claim that summative reporting is overly simplistic and fails to provide a nuanced picture of school quality.

At Least Ten of First Eighteen States to Count Career Readiness in their Accountability Systems

Eighteen states have signaled they will submit ESSA plans during the initial review window, which opened on April 3. Of those, nine have already submitted plans to the U.S. Department of Education. While Montana and Ohio originally opted to submit by the April 3 deadline, they have since delayed their plans to allow more time for stakeholder engagement. They, along with the remaining states, will submit in September.

A review of draft public-comment plans reveals some promising strategies to strengthen CTE and career preparation opportunities. Of the 18 states submitting plans this week, at least ten plan to use some form of career readiness indicator in their accountability systems. These include:

Other states such as Colorado plan to adopt additional indicators a later date once better systems have been developed to reliably collect and report data. Colorado plans to convene its accountability workgroup again this spring and will explore possible measures of career readiness, including completion of advanced coursework, students graduating with college credit or an industry credential, and post-graduation employment. 

Additional career readiness strategies are present throughout state draft plans. In North Dakota, state policymakers singled out ESSA’s “well-rounded education” requirements to promote CTE, competency-based learning, personalized learning and Science, Technology, Engineering, Art and Math (STEAM) programs. The state plans to use ESSA’s Student Support and Academic Achievement Grants (authorized under Title IV Part A) to strengthen well-rounded education opportunities and prepare students for postsecondary success.

And in Maine, the Department of Education plans to continue its ongoing Intersections Workshops, which bring together academic and CTE teachers to identify intersections across different content standards. This work was originally started after the state adopted a competency-based education system in 2012.

The first round of state ESSA plans indicates enthusiasm and willingness to leverage federal policy to support career readiness. And even states that do not currently have the technical capacity to do so are taking steps to adopt such measures. With months remaining until the second submission deadline in September, we encourage states to examine ESSA’s increased flexibility and seize the opportunity to strengthen career readiness systems statewide.

Austin Estes, Policy Associate

By Austin Estes in Legislation, News, Public Policy
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Road to ESSA Implementation: USDE Publishes Final Regs and Provides more Guidance

Thursday, December 1st, 2016

United States CapitalEarlier this week, the U.S. Department of Education (USDE) released a new batch of final regulations for the Every Student Succeeds Act (ESSA)—bipartisan legislation that reauthorized the Elementary and Secondary Education Act (ESEA). These rules cover the law’s accountability, reporting, and state planning provisions of ESSA and come on the heels of an earlier— and highly controversial— set of proposed regulations for the law’s so-called “supplement-not-supplant” provisions.

While final rules for ESSA’s supplement-not-supplant provisions are still being worked out, this week’s set of final regulations make a number of important changes to the draft version released earlier this summer.

In many respects these final rules stipulate a more realistic timeline for the law’s implementation. For instance, states now have until the 2018-19 academic year to identify the lowest 5 percent of schools— schools that would then be eligible for comprehensive improvement under ESSA— whereas before that requirement would have gone into effect in the 2017-18 school year under the earlier proposal. Similarly, state ESSA plans are now due by April 3 or September 18, 2017 in order to give state education agencies more time to meaningfully engage stakeholders ahead of the law’s accountability system going into effect (another aspect of ESSA that will not be fully implemented until the 2018-19 school year).

Of particular note for the CTE community are other rule changes governing the law’s accountability system, specifically the new ESSA requirement that state accountability systems include at least one non-academic measure of school quality or student success which, under ESSA, may include measures of career readiness. Under the earlier draft version these additional indicators would have needed to be supported by research finding that “performance or progress” on the measure increases student academic achievement or graduation rates. Advance CTE, along with the Association for Career and Technical Education (ACTE) urged USDE to broaden this standard slightly to ensure that a greater number of high-quality career readiness indicators could be incorporated into states’ new ESSA accountability systems.

Encouragingly USDE heeded this suggestion and the final rule now requires that such measures, “increase student learning, such as grade point average, credit accumulation, or performance in advanced coursework, or for high schools, graduation rates, postsecondary enrollment, persistence, or completion, or career success.” A summary of these final rules are available here and the full document can be found here.

On Capitol Hill, the new ESSA regulations were met with mixed reactions.  Referencing the powers at his disposal via the Congressional Review Act—a law that would allow the Republican controlled Congress next year to throw out the proposal entirely— Chairman Lamar Alexander (R-TN) said he, “will carefully review this final version before deciding what action is appropriate.” Ranking Members of the Senate and House Education Committees, Patty Murray (D-WA) and Bobby Scott (D-VA) issued a more supportive statement saying, in part, “While we are disappointed that this final rule doesn’t go as far as we would have hoped, we commend the Department of Education for listening to stakeholders . . . This rule will provide states and school districts with much needed stability and clarity as they work to submit state plans and implement statewide accountability systems.”

In other ESSA-related news, USDE recently released new non-regulatory guidance for states and local districts to support the law’s ongoing roll-out. These releases covered topics ranging from meeting the law’s new English Language Learner requirements under Title III, guidance for how to effectively use ESSA Title II funding to support teachers and high-quality instruction, and additional guidance aimed at helping states and districts provide a “well-rounded education” under Title IV of the new law.

Be sure to check back here next week for another update on states’ efforts to implement ESSA.

Steve Voytek, Government Relations Manager

By Steve Voytek in News, Public Policy
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