Is ESSA a retreat from equity?

Fusarelli, Lance D.; Ayscue, Jennifer B.

doi:10.1177/0031721719879152

Cited by 8 publications

(8 citation statements)

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“…Initial reviews of state ESSA plans—those plans federally mandated by ESSA legislation for state education agencies to develop and adjust until met with federal approval, and hereafter referred to as “plans”—suggest that high-stakes accountability policies and the identification of underperforming schools appear to continue relatively unchanged since the early 2000s. The crux is less about policy flexibility and more about how states interpret and implement policies (Fusarelli & Ayscue, 2019). Various dimensions of school quality and performance are potentially undermined by summative assessment scores regardless of the factors that go into making those scores (Hough et al, 2016).…”

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confidence: 99%

State ESSA Plans and Comprehensive Support and Improvement (CSI) Status

2022

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The Every Student Succeeds Act (ESSA) offers states increased flexibility in how they identify, rank, label, and support underperforming schools. Initial reviews of state ESSA plans, however, suggest that identification and labeling policies have remained relatively unchanged. In this study, we analyze all state ESSA plans to systematically determine how states’ identified Comprehensive Support and Improvement (CSI) schools and the criteria they set for those schools to exit CSI status. We describe our findings through the theory of institutional isomorphism, noting the many ways states responded similarly to ESSA. We close by considering what the lack of innovation in response to ESSA flexibility might mean for the future of educational policy and the implications for schools identified as underperforming.

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confidence: 99%

State ESSA Plans and Comprehensive Support and Improvement (CSI) Status

2022

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“…ESSA requires states to explicitly address equity concerns, such as funding disparities, in their plans (L. D. Fusarelli & Ayscue, 2019).…”

Section: Overview Of Literaturementioning

confidence: 99%

Equity and Early Implementation of the Every Student Succeeds Act in State-Designed Plans During COVID

2022

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The Every Student Succeeds Act (ESSA) reverses a trend toward centralization of education policy and instead provides greater authority to the states. This study explores states’ interpretation and early implementation of ESSA’s equity-related provisions. Using a qualitative case study approach, we find wide variation in the design and implementation of equity-related provisions. We provide an overview of implementation efforts and highlight states that are making significant strides and those that are lagging behind. Our findings highlight the need to build capacity at the state and district levels and to better understand the role of state education agencies in implementing ESSA.

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“…These considerations apply to virtually all postgraduate fields, including law (Manzi, 2020), medical school (Blake, 2012), and graduate programs in general (Danvers, 2019). In K-12 testing, legislation beginning with No Child Left Behind Act of 2001 (NCLB) expanded debate about equity that continues to this day (Fusarelli & Ayscue, 2019;Harris, 2012;Karp, 2003;Steinhardt, 2018). In credentialing, issues of fairness, equity, and access have spurred controversy and litigation for decades (c.f., Phillips, 2017;Rebel, 1986;Wax, 2012).…”

Section: Introductionmentioning

confidence: 99%