Tag Archives: Parents and Families

What is the Every Student Succeeds Act?

 

 

The Every Student Succeeds Act (ESSA) is the federal K-12 education law of the United States. ESSA was signed into law in 2015 and replaced the previous education law called “No Child Left Behind.” ESSA extended more flexibility to States in education and laid out expectations of transparency for parents and for communities.

ESSA requires every state to measure performance in reading, math, and science. Each state determines the way students are assessed. Every school in each state must inform parents about their standards and their results.

ESSA requires every state to develop a concise and easily understandable “State Report Card” that is accessible online and provides parents important information on test performance in reading, math, and science. The report cards must also provide data on graduation rates, suspensions, absenteeism, teacher qualifications, and many other areas.

ESSA increases transparency to empower parents with information to help them make the best choices for their children. For the first time ever, states are required to report how much money, on average, they spend per student. This is called “per pupil expenditures.” ESSA also requires states to list their lowest performing 5% of schools. These schools require “comprehensive support and improvement.”

ESSA extends flexibility for funds to be invested in career and technical education and even toward transportation for students to attend higher performing schools.

Use the information on this webpage to learn about your state’s performance and to access your state’s unique State Report Card.

How does my state perform in education? What are some of its policies?

Reference the “color codes” to determine how much Education Freedom your state supports. In spring 2020, this image will become an interactive map. You will be able to hover the cursor over your state on the map to discover how well your state performed on the National Assessment of Educational Progress (NAEP) in 4th grade literacy and 8th grade math, compared to the other states. You will also find what percent of students graduate from high school and what percent of teachers are considered “inexperienced” in your state (if available). Clicking on your state will forward you the respective State Report Card website.

* Based on the most currently available data

State
NAEP 4th Grade Reading Placement NAEP 8th Grade Math Placement High School Graduation Rate Percent of Inexperienced Teachers[1]
Alabama 48th 49th 90.00% 16.78%
Alaska 51st 43rd 78.51% 7.00%
Arizona 40th 27th 78.36% 20.97%
Arkansas 45th 43rd 87.55% 17.60%
California 40th 38th 83.00% 11.57%
Colorado 4th 16th 79.00% 25.60%
Connecticut 7th 9th 88.30% 22.81%
Delaware 32nd 37th 86.69% 18.45%
District of Columbia 46th 49th 68.18% 9.00%
Florida 4th 34th 86.10% 27.30%
Georgia 32nd 34th 82.00% 29.00%
Hawaii 32nd 42nd 84.80% 9.00%
Idaho 10th 9th 80.60% 23.00%
Illinois 32nd 22nd 86.00% 5.80%
Indiana 12th 9th 88.10% 28.00%
Iowa 19th 23rd 90.98%
Kansas 29th 23rd 87.50% 16.00%
Kentucky 19th 36th 91.10% 13.25%
Louisiana 49th 47th 81.00% 20.36%
Maine 19th 23rd 86.70% 13.00%
Maryland 24th 27th 87.12% 16.55%
Massachusetts 1st 1st 87.90% 18.30%
Michigan 32nd 27th 80.64% 15.90%
Minnesota 12th 3rd 83.20% 14.77%
Mississippi 29th 43rd 84.00% 22.30%
Missouri 32nd 26th 89.64% 6.17%
Montana 12th 20th 86.00% 3.00%
Nebraska 12th 16th 88.00% 21.80%
Nevada 32nd 43rd 83.16%
New Hampshire 7th 5th 88.81% 14.50%
New Jersey 2nd 2nd 90.90% 24.50%
New Mexico 50th 49th 73.90%
New York 24th 27th 80.40% 16.00%
North Carolina 19th 20th 86.30% 24.90%
North Dakota 19th 9th 88.00%
Ohio 12th 9th 85.30% 7.86%
Oklahoma 40th 38th 83.10%
Oregon 32nd 27th 79.10% 25.80%
Pennsylvania 10th 16th 86.57%
Rhode Island 24th 38th 84.00% 16.52%
South Carolina 40th 38th 81.10% 13.80%
South Dakota 12th 5th 84.00% 14.00%
Tennessee 29th 27th 89.10%
Texas 40th 27th 90.00% 14.20%
Utah 4th 16th 87.00%
Vermont 12th 5th 89.10%
Virginia 7th 5th 91.50% 5.20%
Washington 24th 9th 80.90% 27.30%
West Virginia 47th 47th 90.16% 18.62%
Wisconsin 24th 4th 90.80% 24.26%
Wyoming 2nd 9th 81.70% 12.24%

[1] As available on respective State Report Card. Each state determines what “inexperienced” means. Some states define inexperienced as “less than one year in the classroom” while others define it as less than 3-to-5 years of experience.

Where can I find my “State Report Card” website?

ESSA requires every state to develop a concise and easily understandable “State Report Card” that is accessible online and provides parents important information on test performance in reading, math, and science. The report cards must also provide data on graduation rates, suspensions, absenteeism, teacher qualifications, and many other areas. You can look up data on your child’s district or school as well. Clicking on your state’s name in the table below will forward you to the respective State Report Card website.

States
Alabama Alaska Arizona
Arkansas California Colorado
Connecticut Delaware District of Columbia
Florida Georgia Hawaii
Idaho Illinois Indiana
Iowa Kansas Kentucky
Louisiana Maine Maryland
Massachusetts Michigan Minnesota
Mississippi Missouri Montana
Nebraska Nevada New Hampshire
New Jersey New Mexico New York
North Carolina North Dakota Ohio
Oklahoma Oregon Pennsylvania
Rhode Island South Carolina South Dakota
Tennessee Texas Utah
Vermont Virginia Washington
West Virginia Wisconsin Wyoming

Resources – OME

Clearinghouses

The What Works Clearinghouse (WWC) is administered by the Department, through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.

The Education Resources Information Center, (ERIC) sponsored by the Institute of Education Sciences of the U.S. Department of Education, produces the world’s premier database of journal and non-journal education literature. The ERIC bibliographic database of more than 1.1 million citations goes back to 1966. More than 107,000 full-text journal documents (issued from 1993-2004), previously available through fee-based services only, are now available for free. ERIC is moving forward with its modernization program, and has begun acquiring materials to add to the database.

Technical Assistance Resources

ED’s National Public School and School District Locator The locator is an online search engine that allows viewers to search for particular schools and pull up profiles on those schools and school districts (e.g., name, address, phone number, and type of locale) and selected demographic characteristics of students, staff, and the community.

Education Resource Organizations Directory (EROD) This directory includes of organizations that provide services on a state, regional, or national level.

Comprehensive Regional Technical Assistance Centers – The U.S. Department of Education Comprehensive Centers program awards discretionary grants to establish comprehensive technical assistance centers to help low-performing schools and districts close achievement gaps and meet the goals of the No Child Left Behind Act of 2001. Section 203 of Title II of the Educational Technical Assistance Act of 2002 (TA Act) authorizes the Department to establish centers to provide technical assistance to States to benefit school districts and schools, especially those in need of improvement.

Regional Education Laboratories – The Regional Educational Laboratory Program (the “Lab” program”) is the U.S. Department of Education’s largest research and development investment designed to help educators, policy-makers, and communities improve schools and help all students attain their full potential. The network of 10 Regional Laboratories works to ensure that those involved in educational improvement at the local, State and regional levels have access to the best available research and knowledge from practice.

Regional Technology in Education Consortia (R*TEC) – The Regional Technology in Education Consortia (R*TEC) program was established to help States, local educational agencies, teachers, school library and media personnel, administrators, and other education entities successfully integrate technologies into kindergarten through 12th grade (K-12) classrooms, library media centers, and other educational settings, including adult literacy centers.

Related Programs

Title I, Part A (Basic Program) – Title I Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging State academic content and performance standards. It is the largest elementary and secondary education program in the Federal government. Title I is designed to support State and local school reform efforts tied to challenging State academic standards in order to reinforce and amplify efforts to improve teaching and learning for students farthest from meeting State standards.

Learn more about Title I and the other programs administered by the Office of Student Achievement and School Accountability (SASA).

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA-formerly the Office of Bilingual Education and Language Minority Affairs (OBEMLA)) – OELA provides national leadership in promoting high-quality education for the nation’s population of English language learners (ELLs).

Vocational Rehabilitation Service Projects Program for Migrant and Seasonal Farmworkers with Disabilities – The Migrant and Seasonal Farmworkers Program makes comprehensive vocational rehabilitation (VR) services available to migrant or seasonal farmworkers with disabilities for the purpose of increasing employment opportunities. Emphasis is given to outreach, specialized bilingual rehabilitation counseling and coordination of VR services with services from other sources. Projects provide VR services to migrant and seasonal farmworkers and to members of their families when such services will contribute to the rehabilitation of the worker with a disability.

The Migrant Health Program (MHP) provides grants to community nonprofit organizations a list of linguistically competent medical and support services to migrant and seasonal farmworkers and their families.

Migrant Head Start (MHS) is a national program that provides comprehensive developmental services for America’s migrant pre-school children ages three to five and social services for their families. Community-based non-profit organizations and school systems develop unique and innovative programs to meet the specific needs of migrant farmworker families. In addition to providing the same services that the larger general Head Start Program delivers, the Migrant Head Start program has a unique emphasis on serving infants and toddlers as well as pre-school age children, so that they will not have to be cared for in the fields or left in the care of very young siblings while parents are working.

White House Initiatives-

The White House Initiative on Educational Excellence for Hispanic Americans was established on October 12, 2001 by President George W. Bush. The Initiative advises the U.S. Secretary of Education and provides support to the President’s Advisory Commission on Educational Excellence for Hispanic Americans. The Commission’s key objectives are to strengthen the nation’s capacity to provide high-quality education, and increase opportunities for Hispanic Americans to participate in and benefit from Federal education programs.

The White House Initiative on Asian Americans and Pacific Islanders was established on October 14, 2009 by President Barack Obama. The President’s Advisory Commission on Asian American and Pacific Islanders address issues concerning the Asian American and Pacific Islander (AAPI) community. The Interagency Working Group, representing 24 federal agencies and offices, is charged with increasing the AAPI community’s access to federal resources.

The White House Initiative on Educational Excellence for African Americans was established on July 26, 2012 by President Barack Obama. The cross-agency effort is aimed at identifying evidence-based practices that improve student achievement, and develop a national network that shares best practices in order to “improve educational outcomes for African Americans of all ages, and to help ensure that all African Americans receive an education that properly prepares them for college, productive careers, and satisfying lives.”

The White House Initiative on American Indian and Alaska Native Education was establish on December 2, 2011 by President Barack Obama. The Initiative seeks to support activities that will strengthen the Nation by expanding education opportunities and improving education outcomes for all American Indian and Alaska Native (AI/AM) students. It is committed to furthering tribal self-determination and ensuring AI/AN students, at all levels of education, have an opportunity to learn their Native languages and histories, receive complete and competitive educations, preparing them for college, careers and productive and satisfying lives.

Migrant Education Listserv – OME

You are here: OESE Home > Programs/Initiatives > OME

You Are Invited To Join Our Migrant Education Listserv!

The Migrant Education Listserv is a free service offered by the Office of Migrant Education to keep members of the migrant education community up-to-date on information that is relevant to the Title I Migrant Education Program.

The listserv covers topics like:

  • new grant programs and grant opportunities
  • key legislative, regulatory and policy changes
  • new reports, studies, evaluations, publications and/or resources
  • the OME mission: to provide excellent leadership, technical assistance and financial support to improve the educational opportunities and academic success of migrant children, youth, agricultural workers, and their families.

To sign up or remove your name from the listserv, please fill out the following form.

Your First Name:
Your Last Name:
Your Email Address:
Verify Your Email Address:

To sign up for the listserv or to change your e-mail address,
please click on the “Add” button below.
To remove yourself from the listserv, please click on the “Delete” button below.

Feel free to share this information with others who have an interest in migrant education!

Awards

State Administered Nita M. Lowey 21st Century Community Learning Centers Database

The Nita M. Lowey 21st Century Community Learning Centers  Annual Performance Report website can  be found at 21apr.ed.gov.

Need help? Email 21apr@thetactilegroup.com or call 1-888-282-4589We will get back to you as soon as possible within two business days.

Please check back periodically for updates.

 

Eligibility

Who May Apply: Local education agencies (LEAs) and institutions of higher education (IHEs) that have experienced a traumatic event of such magnitude as to severely disrupt the teaching and learning environment.

In order for an LEA or IHE to qualify for funding, the organization needs to be able to demonstrate that the learning environment has been disrupted as the result of a significant, traumatic event. An LEA or IHE that experienced a traumatic or violent event that disrupted teaching and learning may be eligible for services under Project SERV if the LEA or IHE is able to:

  1. Demonstrate the traumatic effect on the learning environment including how the event has disrupted teaching and learning; and
  2. Demonstrate that the needed services cannot be adequately provided with existing resources in a comprehensive and timely manner, and that the provision of services and assistance will result in an undue financial hardship on the LEA or IHE.

Project SERV funds have been awarded and used to address needs related to each of the following types of events:

  • School shootings
  • Suicide clusters
  • Terrorism (response to 9/11, Washington, DC sniper incident, Virginia Tech)
  • Major natural disasters, (e.g. response to Hurricanes Harvey, Irma and Maria)
  • School bus accidents
  • Student homicides (off campus)
  • Hate crimes committed against students, faculty members and/or staff

It is important to note that this list is not exhaustive and that any traumatic event that impacts schools, students, and staff may qualify an LEA or IHE for Project SERV funding.