Articles tagged with ESEA

Washington group analyzes K-12 initiatives and predicts future steps

Obama administration initiatives such as the Race to the Top (RTTT) competitive grant program and the No Child Left Behind Act (NCLB)/Elementary and Secondary Education Act (ESEA) waivers have generated more innovation in a shorter time than any other K-12 education reform in recent memory, according to an influential Washington group.

The Center for American Progress (CAP) hosted a forum on July 27 “The State of State Education Reform: What’s Happening, What’s Next?” At the event, the panelists singled out:

  • A wide variety of school improvement strategies
  • Removal of the caps on charter school creation
  • Widespread adoption of college- and career-ready standards
  • A build up of human capacity in the education sector
  • A determined focus on education reform creating a coherent vision of goals to achieve, the means to achieve them and the obstacles that need to be overcome

The National School Boards Association has been following developments in all of these areas because of the critical role school boards will play in implementing these programs, as well as monitoring the role of the federal government. Representatives from NSBA’s legislative advocacy department attended the event.

At the event, panelists John King, New York State Commissioner, Michael Yudin, Deputy Assistant Secretary for Policy and Strategic Initiatives in the U.S. Department of Education, and Alex Johnston, adviser to the Bloomberg Philanthropies and Chair of the Board of Directors, Policy Innovators in Education, agreed that the RTTT funding was a huge incentive to jump start much-needed reforms and help accelerate reforms many states had already embraced; increase charter school development; and bring an evaluation system into labor-management relations.  The process of developing applications brought together governors, state superintendents/commissioners and state boards of education, and ultimately state legislatures.

King was critical of local school boards for not being more proactive on the innovation front and avoiding interventions with failing schools.  He said he is seeking legislation in the upcoming New York 2013 legislative session to empower the state to remove local boards that have not addressed chronically underperforming schools.

“We’ve been missing that tool,” said King, whose experience before joining the New York Department of Education was with charter school management.

Johnston noted that Connecticut has been identified as having the greatest achievement gap between children in poverty and those from families with more affluence. But the state’s failure to secure RTTT funds motivated both gubernatorial candidates to make education a top campaign issue and continues to be a driving force.

Brown and panelists noted the current widespread diminished and limited capacity of state departments of education in leading change.  Their embedded monitoring and compliance approach, dictated by NCLB and the enforcement of state aid policies, was shifted to an agenda marked by change, school improvement, and increased standards.  The Common Core State Standards have also motivated states to work together on evaluating curriculum, on developing new, upgraded assessments, and on developing a system that relies more on technology for delivering professional development to teachers and principals.  The emphasis on building regional teams has also been reinforced.

The event was in tandem with the CAP’s analysis of the second round of applications for the NCLB waiver program.

This report was compiled by Roberta Stanley, NSBA’s director of federal affairs.

Andrew Paulson|July 30th, 2012|Categories: Educational Legislation, Governance, Legislative advocacy, NSBA Opinions and Analysis, School Boards, School Reform, Student Achievement|Tags: , , , , |

NSBA President speaks on unfunded mandates

The National School Board Association’s (NSBA) President C. Ed Massey, a member of the Boone County, Ky., school board, spoke to his local Rotary Club about the need to relieve local school systems from inflexible federal laws that do not come with enough funding to successfully implement.

Massey explained the need for local school board members and other education advocates to become involved in lobbying their members of Congress in a presentation to members of the Florence, Ky. Rotary Club last week.

“A lot of congressional members just get snippets of information,” he said in a story published at the Cincinnati Enquirer’s community website. “Because they are not educators, they don’t understand the issues in depth.”

The Boone County school board and members of the Kentucky School Boards Association have recently worked with Sen. Rand Paul (R-Ky.) on issues related to the Elementary and Secondary Education Act reauthorization.

 

Joetta Sack-Min|July 23rd, 2012|Categories: Board governance, Educational Finance, Elementary and Secondary Education Act, Federal Advocacy, Federal Programs, Legislative advocacy, NSBA Opinions and Analysis|Tags: , , , , |

Bryant: Time to make our voices louder for public education

Strong public schools are the best investment Congress can make—and it’s time for advocates to raise their voices even louder, the National School Boards Association’s (NSBA) Executive Director Anne L. Bryant says in a commentary for District Administrator.

The extremely slow process to reauthorize the Elementary and Secondary Education Act and a sense that Washington is broken cannot discourage school officials from getting involved in the political process, she says.

“We can’t get too discouraged by the politics,” Bryant writes. “We must instead take the initiative to get more involved, for the sake of our schools and the children we serve.”

Personal contact is key to persuading Washington lawmakers to take action, she adds. More than 750 school board members attended NSBA’s Federal Relations Conference in February to learn about top issues in education and meet with their representatives on Capitol Hill. But any school board member can take action by contacting their lawmakers, whether federal, state, or local, and talking about their school district’s successes and their needs.

The commentary was published in the March, 2012 issue of District Administrator.

 

Joetta Sack-Min|April 2nd, 2012|Categories: Elementary and Secondary Education Act, FRN Conference 2012, Legislative advocacy, NSBA Opinions and Analysis|Tags: , , |

NSBA: NCLB waivers are not enough

The National School Boards Association (NSBA) was encouraged on Thursday by President Barack Obama’s announcement to waive problematic and burdensome regulatory requirements of the No Child Left Behind Act (NCLB) from ten states.

However, NSBA cautions that this is not enough and is calling for Congress to reauthorize the Elementary and Secondary School Education Act (ESEA).

“The NCLB waiver program will give ten states additional flexibility but also imposes new conditions and program criteria on states and school districts requiring them to engage in activities that do not necessarily improve student achievement.” said Anne L. Bryant, NSBA’s Executive Director, who was at the White House for the announcement. “The waiver process should not be viewed as an acceptable substitute for ESEA reauthorization, as all U.S. school districts must be free of unnecessary or counterproductive federal mandates that hinder our goals of increasing student achievement. Congress cannot continue to delay, now is the time to reauthorize ESEA and fully replace the current accountability system that neither accurately nor fairly reflects the performance of students, schools, or school districts.”

The first ten states to receive the waivers are Colorado, Florida, Georgia, Indiana, Kentucky, Massachusetts, Minnesota, New Jersey, Oklahoma, and Tennessee. The next submission deadline to request waivers is February 21, 2012. As of February 6, 2012, the U.S. Department of Education reports that 28 additional states, D.C., and Puerto Rico have submitted an intent to request waivers for the February deadline. For those states that do not choose to apply or whose application is rejected, their local school districts will continue to suffer under the existing NCLB regime.

Bryant additionally noted, “If Congress waits until next year to reauthorize ESEA and decides not to include these conditions or decides on a different set of requirements, school districts could have spent unnecessary time and financial resources to comply with the waivers.”

Where state applications are approved for waivers, local school boards will be offered far greater flexibility in the use of federal funds to address their own unique needs. Of great significance to local school boards experiencing declines in their own revenue streams is the elimination of requirements to set aside 20 percent of Title I funds for public school choice and supplemental tutorial services. While local school boards may continue to fund additional tutorial and open enrollment programs, these funds may be used to support school improvement strategies that can more effectively address local conditions.

Additionally, the waivers allow states to request relief from NCLB’s other badly flawed policies and regulations. This includes an accountability system requiring all students and groups of students to be 100 percent proficient by 2014 and a one-size-fits-all system of punitive actions against schools and school districts such as the firing of principals and teachers or closing of schools that rarely resulted in consistent improvement in student achievement.

Alexis Rice|February 10th, 2012|Categories: Elementary and Secondary Education Act, Policy Formation, School Boards, Teachers|Tags: , , , |

The week in blogs

Reauthorizing the federal education bill has been a little like the reverse of that old saying:  “hurry up and wait.” No, when it comes to renewing the Elementary and Secondary Education Act (ESEA) — something that was supposed to happen, oh, four years ago — it’s been more like: “wait — now hurry up.”

The hurry-up happened Thursday, when the Senate Health, Education, Labor and Pensions Committee, voted 15 to 7 to approve a bill that greatly reduces the federal role by dispensing with a complicated and flawed accountability system for determining which schools need “improvement” and which do not.

That, and many other provisions of the bill, were welcomed by NSBA, state school boards associations, and school districts that had been laboring under the strictures of ESEA’s latest iteration: No Child Left Behind. But while NSBA was happy about that — and pleased that, after waiting so long, the Senate was finally addressing these issues — it cautioned against moving too fast in committee on a bill that still has a lot of bugs.

“The bill also contains many operationally unrealistic features that will need to be addressed,” NSBA Associate Executive Director Michael A. Resnick wrote in a letter to the committee this week. “For example, it contains extensive data collection and reporting requirements, as well as overbearing specificity in several key programs areas that cross well into the micro-management of our schools.”

 NSBA didn’t get the delay in the mark-up it wanted, but the committee did accede to a call from Sen. Rand Paul, R-Ky, to hold a hearing on the bill on Nov. 8.

The blogosphere has been all over the map on this process, and, rather than try to make sense of it myself, I’m going to just give you the links and … .well, you can tell me what it all means. For starters, there was the unusual agreement between Paul, a Tea Party favorite, and liberal blogger Susan Ohanian, about the need for more time.

Then there was the Progressive Policy Institute – from the so-called reformist camp – charging that the law, as currently revised, “guts school accountability.”

Alexander Russo, of This Week in Education, asked “where was [Arne] Duncan?” He said the education secretary didn’t press the committee for a bill with a more robust federal role. Meanwhile, at the Fordham Institute, Mike Petrilli said much the opposite, asserting that Duncan’s influence helped make it all happen (so far). Petrilli also called the bill an improvement over the current law.

So reaction was indeed divided, which is not surprising given the complexity of the issues and the laborious process itself. But will there be a finished product soon, and will it pass?

Not likely, Education Sector’s Anne Hyslop told the Christian Science Monitor. With this divided and sometimes sclerotic Congress, she doesn’t see a bill passing the House until well after the 2012 campaign.

Lawrence Hardy|October 21st, 2011|Categories: Elementary and Secondary Education Act, School Reform, Week in Blogs|Tags: , , , , , , , |

Pre-K Coalition calls for more federal support, greater integration, for early education

C. Ed Massey Photo

C. Ed Massey, president-elect of NSBA, addresses the Capitol Hill Pre-K Coalition Briefing

The National School Boards Association (NSBA)  and six other leading national education organizations are urging the federal government to take a more active leadership role in assuring that all children have access to quality preschool education.

At a briefing Tuesday on Capitol Hill, the group — known as the Pre-K Coalition — released a report titled Ensuring America’s Future: Policy Statements and Recommendations from National Education Organizations. It calls on local, state, and federal policymakers to “come together to design an early childhood financing system that ensures equity, supports quality and effectiveness, fosters collaboration, and does not take funding away from any other existing education programs.”

A major step in that direction is for Congress to expand the Elementary and Secondary Education Act (ESEA) to include early education practices and interventions, the report said. “The reauthorization of the ESEA offers a unique opportunity to update our nation’s primary federal education law to take full advantage of high quality pre-K,” the coalition said.

At Tuesday’s briefing, several speakers said preschool is an integral part of the education process, providing young children with critical social and academic skills that will influence their success in elementary school and beyond.

“We believe if we have them ready to learn in those important years, it will have a huge effect on the years they’re in the [K-12] system,” said C. Ed Massey, president-elect NSBA and a member of the Boone County (Ken.) Board of Education.

“Pre-K is not separate, apart from K-12,” Massey said. “It is a part of that process.”

The days when researchers and advocates had to explain why preschool is important are, for the most part, over. But despite groundbreaking programs in many states, several speakers said policymakers have a long way to go to create a nationwide system that truly integrates preschool into the broader education process. And that means creating an environment in which preschool teachers are looked upon as true peers of their counterparts in the K-12 system.

“We need to stop drawing this firewall between teachers who teacher preschool education and those who are in the K-12 arena,” said Brenda Lilienthal Welburn, executive director of the National Association of State Boards of Education. (NASBE), one of the coalition members.

And this will require concerted leadership from the top – at all levels of government: federal, state and local, several speakers said.

“We often talk about distributing best practices,” Welburn said. “We don’t talk enough about distributing model policies.”

In the past 10 years, preschool enrollment has grown by more than 70 percent and public schools are involved as never before. But even in model programs, such as the one at Washburn Elementary School in Bloomington, Minn., Principal Jon H. Millerhagen said it takes considerable effort to get all groups with a stake in early education to come to the table.  For example, curriculum directors need to collaborate with preschool teachers to ensure the most effective alignment of the preschool curriculum with the rest of the elementary school program, Millerhagen said at the news conference.

Another issue is the stability of funding. Washburn’s preschool program has been widely praised, and it is supported by grants from several foundations. But in order for all public preschool programs to be sustainable in the long run, they must have a reliable source of funding, Millerhagen said.

In addition to NSBA and NASBE, the coalition includes the American Association of School Administrators, American Federation of Teachers, Council of Chief State School Officers, National Association of Elementary School Principals, and the National Education Association.

Lawrence Hardy|October 4th, 2011|Categories: Elementary and Secondary Education Act, Preschool Education, Reports, Student Achievement|Tags: , , , |

NSBA and AASA respond to announcement on NCLB waivers

NSBA and the American Association of School Administrators sent this letter to Secretary of Education Arne Duncan again calling for targeted regulatory relief for the nation’s schools. The letter is in response to communications from the U.S. Department of Education this week proposing relief to school districts via conditional waivers that require participating districts to adopt measures that support the administration’s education policy priorities.

NSBA recently surveyed school district leaders to determine the specific waivers under the No Child Left Behind Act that would they would find most useful. Read about the top areas identified for relief (so far) in School Board News Today.

Joetta Sack-Min|August 11th, 2011|Categories: Elementary and Secondary Education Act|Tags: , , , |

NSBA in the News: US moves to head off states’ revolt over NCLB

For months, NSBA and other education groups have asked Secretary of Education Arne Duncan and the White House to grant relief for school districts under the No Child Left Behind Act. The Christian Science Monitor notes NSBA’s stance in this story: “With some states in open revolt against education reforms in the No Child Left Behind law, the Obama administration prepares to issue waivers from certain requirements. But states must agree to a different set of reforms to qualify,” the newspaper writes.

Officials in three states–Idaho, Montana, and South Dakota, say they will refuse to raise the “adequate yearly progress” bar this year to avoid unfairly labeling more schools  as failing. A recent survey by NSBA identified key areas where relief is most needed.

Read updates and more about NSBA’s positions on NCLB and the Elementary and Secondary Education Act reauthorization in this issue brief.

 

Joetta Sack-Min|August 9th, 2011|Categories: Elementary and Secondary Education Act|Tags: , , |

The Week in Blogs

1324-1244037291TW67It was a busy week for education on the Hill, with the Obama administration releasing the National Education Technology Plan, the National Broadband Plan, and a blueprint for the Elementary and Secondary Education Act, which drew lots of news coverage, analysis, criticism, bemoaning, and scant praise which Mike Petrilli over at Flypaper summed up quite nicely.

We’ve long known the importance of the work we do in education, but it’s interesting to hear celebrities sound off on the triumphs and failures of public schools. Speaking of triumphs and failures, the Educated Nation gives a backwards compliment to blogger Penelope Trunk, who riffs on what success means and doesn’t. Definitely food for thought.

And while we’ve got you thinking, the New York Times wrote a fascinating (somewhat disturbing) piece on how privacy can sometimes be compromised in the age of information technology, prompting its editors at the Learning Network to pose this question: what can strangers learn about you online?

Based on my online activity, I’d think you could deduce it was a hectic week, though compared to Miss Brave, I’ve got nothing to complain about. Happy Friday everyone!

Naomi Dillon|March 19th, 2010|Categories: American School Board Journal, Week in Blogs|Tags: , , , |
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