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The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to 10 with or at-risk of having reading disabilities. After establishing baseline equivalence on two outcome measures, we conducted hierarchical linear modeling using student and teacher covariates to adjust the estimated effects. Students who received HEROES (n = 329) significantly outperformed comparison students (n = 161) on a general reading achievement measure (ES =.25) and a word recognition task (ES =.17). Results of this external evaluation add to a growing evidence base that children with reading disabilities can make significant progress when effective interventions are implemented. [ABSTRACT FROM AUTHOR]

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB's unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards. [ABSTRACT FROM AUTHOR]

This article presents Chapter 1 of this monograph issue which is entitled "The Contexts of Urban Settings," by Phillip Ward and Mary O'Sullivan. This collaborative project between the Columbus, Ohio Public Schools (CPS) and faculty members from Ohio State University is described and a summary of the chapters of the monograph given. A history of urbanization and suburban flight and its economic and racial consequences on schools are mentioned. The urban setting of the CPS District is discussed. The 1966 report, "Equality of Educational Opportunity," by James Coleman and the Educational Elementary and Secondary Education Act of 1965 are cited. The impact of No Child Left Behind on 21st Century education is considered. The context of physical education in the CPS is given.

The article discusses what the authors refer to as a charter school funding gap in America as of 2019, and it mentions the historical and legal aspects of the charter school movement in the U.S., as well as issues involving federal, state, and local education finance programs in the country. The U.S. Elementary and Secondary Education Act of 1965 and the nation's No Child Left Behind Act of 2001 are assessed, along with Local Education Agencies and funding based on an average per-pupil cost.

Current context for educational reform in the United States is codified in revisions of the Elementary and Secondary Education Act (ESEA) of 1965. Periodic reauthoriations reflect changing national and educational landscapes (Klein, 2015). The most recent re authorisation, Every Student Succeeds Act (ESSA) of 2015 (USDE, 2015), is currently undergoing the regulatory process and is scheduled to go into effect during the 2017-2018 school year (USDE, 2017). This paper mil examine the impact of standards based accountability (SBA) reform within a changing national context from the No Child Left Behind (NCLB) reauthorisation of2002 (USDE, 2002) to ESSA in 2015 through the Texas context of SBA, a descriptive analysis of types of standards, and a statistical analysis of performance by cohort from 2013 to 2016. [ABSTRACT FROM AUTHOR]

Many celebrated the 2015 passage of the Every Student Succeeds Act, the most recent reauthorization of the Elementary reduction and Secondary Education Act of 1965, as a much-needed reduction in the federal footprint in the nation's public schools. It repealed the prescriptive interventions into failing schools in the No Child Left Behind Act and eliminated the emphasis on common standards and assessments as well as teacher evaluation linked to student performance required by Department of Education waivers to No Child Left Behind. Given that one of the principal aims of the Elementary and Secondary Education Act is to promote equity, the passage of the Every Students Succeeds Act provides an opportune time to examine the effectiveness of the law in advancing educational equity. This Article proposes a model for institutional design for equity that contends that students need fair funding, an equitable distribution of effective teachers, high-quality preK-12 opportunities to learn, and schools that are economically and racially integrated. The Every Student Succeeds Act will be ineffective in helping states and districts provide these building blocks for equity. This Article then recommends how a reauthorized Elementary and Secondary Education Act should adopt an incremental approach for reforming education federalism that would provide more effective incentives and conditions that helps to ensure that the building blocks for equity are provided to all children. [ABSTRACT FROM AUTHOR]

The Elementary and Secondary Education Act (ESEA), signed in 1965, was a pivotal civil rights law to address the dream of equitable education for all children on the mainland and in U.S. territories. The ESEA was followed by the Bilingual Education Act (BEA), signed by President Johnson in 1968. The BEA specifically addressed the necessities of students whose dominant language was not English. Together these two Acts passed in the 1960s offered new government attention in the form of grants and programs for the purpose of providing bilingual education. Both Acts were reauthorized in their 50-year-plus history. Rather than dwell on the government documents themselves, this article examines the question: In what ways do research studies published in the Bilingual Research Journal inform and hold us accountable to the dream of equity—a dream that mandates equitable access to and opportunities for successful learning outcomes for children from all communities including immigrant communities? A qualitative analysis is used to address the question. [ABSTRACT FROM AUTHOR]

It has been over forty years since the Supreme Court declared a class suspect under the Equal Protection Clause. In that time, the Court has denied suspect-class status--and the special judicial protections associated with it--to the elderly, the disabled, and the poor, and it has avoided suspect-class determinations when addressing laws that discriminate against members of the LGBTQ community. Administrative agencies, however, have stepped in to provide marginalized groups with some protections through their interpretation of civil rights laws. The Court has shown hostility to those agency interpretations, often in opaque decisions that seem to rest on principles of judicial supremacy as much as substantive constitutional principles. This Article argues that the Court's hostility to agencies' role in this area is misguided. Courts should defer to administrative agencies when they protect suspect classes on the basis of reasonable interpretations of civil rights statutes. The principle of judicial supremacy is not relevant: the Court's abandonment of suspect classes appears driven by the Justices' concern that the judiciary is intervening too much into the political process rather than a genuine belief that the groups in question do not qualify for suspect status. Given that this court-centered institutional concern does not apply to agencies, it is entirely appropriate for administrative officials to step in to fill the gap in protecting vulnerable minorities. Further, agencies are better positioned than other institutions to calibrate the protection of groups according to the societal context and the need for intervention. [ABSTRACT FROM AUTHOR]

The author reports that as of 1968, the United States is the only country in the world to have transitioned from an agrarian society, through an industrial phase, and into a service economy. More than 50 percent of the population is employed in the service sector and the population has shifted to suburban living. Such an economic change has social policy implications for the federal government which include social security, welfare, and medical benefits. A discussion is presented of three pieces of federal legislation: the 1965 Medicare amendments to the Social Security Act, the Education Act of 1965, and the Economic Opportunity Act of 1964.

Reforms in American public education have not resolved the wide academic performance gap between students. Officials respond by developing reforms, that is, the No Child Left Behind (NCLB) Act and Elementary and Secondary Education Act (ESEA) Flexibility Waivers. The Waivers modified the more controversial aspects of ESEA/NCLB, which imposed a strict compliance deadline. This was a difficult task for many and an impossible one for the poorest school districts. Using factor analysis and logistic regression, this study provides a methodology for generating data to explain variation in student performance in Michigan school districts associated with organizational, school, financial, and social characteristics. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of the December 2015 passage of the Every Student Succeeds Act (ESSA) which reauthorized the long-standing Elementary and Secondary Education Act (ESEA). It mentions that the shift in attention to student performance and results as a risk of democratic experimentalism. It also mentions that the states in partnership with the U.S. Department of Education should share lessons to accelerate progress toward more effective schooling for all students.

The Family Educational Rights and Privacy Act (FERPA) is the premier federal law that protects student privacy rights in public schools. In the face of increasing technology, courts have struggled to determine what information qualifies as a student's "education record" protected under FERPA. Body cameras are being increasingly utilized throughout the country. School districts have contemplated using body cameras within schools, and some districts could soon allow school administrators to use them in disciplinary proceedings against students. This Comment argues that FERPA should govern the use of body camera footage within public schools, and that such footage should qualify as an education record due to its wealth of personally identifiable information and its use by school personnel. This Comment also discusses the incompatibility of certain state open records laws with FERPA and concludes that disclosure of the body camera education records will depend on individual jurisdictional interpretations of FERPA as binding law. [ABSTRACT FROM AUTHOR]

The article examines the U.S. congress decision-making power in public education. Topics discussed include history of the No Child Left Behind Act; significance of the changes in the power to public education system; benefits of the bipartisan approach to the education reform; and need of reform in laws to for better public education experience.

This study investigates how recent policies employed under states' waivers to the Elementary and Secondary Education Act (ESEA) intersect with charter schools' purpose and functioning. By collecting and analyzing all ESEA waivers granted in 2013, we find that charter schools are disproportionately represented among schools as identified in the priority and focus areas in ESEA waiver states. Additionally, we find that the elements often argued to enable charters to be innovative are the very same ones being challenged by the ESEA waiver interventions associated with poor performance. Taken together, these findings suggest a need for further consideration of both how low performing charter schools come to persist as well as how states and districts may best intervene when such low performance occurs. [ABSTRACT FROM AUTHOR]

This section offers special education news briefs. Concerns over subgroup accountability that includes special education students still exists despite the U.S. Senate approving a revision of the Elementary and Secondary Education Act (formerly the No Child Left Behind Act) in April 2015. More affluent students in the U.S. are more likely to reach advanced levels of academic performance compared to their counterparts coming from low-income families according to a study by Plucker and colleagues.

This article examines New Haven (Connecticut) Public Schools' efforts to create a new teacher evaluation model in a collaborative manner. Based on semi-structured interviews with nearly 100 educators, we develop a case study charting the progress of the new system, TEVAL, from an initial concept through early implementation. We find that John Kingdon's three streams -- problems, politics, and policies -- all aligned in the years preceding TEVAL's adoption and were supported by local policy entrepreneurs. Notably, we also find that TEVAL's progress was further facilitated by the relationships and interactions among the participants themselves. [ABSTRACT FROM AUTHOR]

The article discusses the U.S. government's proposed reauthorization of the Elementary and Secondary Education Act, Common Core State Standards (CCSS) for English language arts and mathematics, and the need to align secondary transition skills with standards, curriculum and instruction to improve postschool outcomes for students with disabilities. It discusses approaches for high school special education teachers to align CCSS with academic and secondary transition skills in the classroom.

The author reflects on the involvement of the U.S. Department of Education in drafting of education legislation. Topics discussed include decision of the U.S. District Court for the Middle District of Louisiana in the case 'Jindal v. U.S. Department of Education,' introduction of the No Child Left Behind Act of 2001 (NCLB), development of the Common Core standards, and reauthorization of the Elementary and Secondary Education Act (ESEA).

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The article discusses the impacts of race and socioeconomic status on access to accommodations in post-secondary education in America, and it mentions the provision of educational opportunities to all students in the U.S., including minority students and children with disabilities such as autism. The U.S. Individuals with Disabilities in Education Act (IDEA) is examined, along with psychiatric diagnoses and the country's Elementary and Secondary Education Act which was passed in 1965.

The article discusses the advancement of accommodations and access in the evaluation of content for English learners (ELs) and students with disabilities (SWDs) in the U.S. It highlights the test access and accessibility of students in the standardized assessment of classrooms. An overview of the Elementary and Secondary Education Act (ESEA), Education of All Handicapped Children Act and No Child Left Behind Act is also presented.

The article discusses the changes in the constructs and contexts of K-12 English language proficiency assessment in the U.S. Topics include the enrichment of educational rights of English language learners (ELP)through the reauthorization of the Elementary and Secondary Education Act under No Child Left Behind, implications of the Next-Generation Science Standards and the Common Core State Standards for the assessment and instruction of ELP, and the ELP assessment for accountability purposes.

The article focuses on the use of Title I of the U.S. Elementary and Secondary Education Act of 1965 for the Universal Full-Day Kindergarten.

The article presents analyses of several policy, research, and legal issues related to the exclusion of charter schools from various teacher evaluation systems in America, focusing on the New Teacher Project education equality group and student academic progress assessments. According to the article, American states have revised their teacher evaluation laws in regards to measures of student learning and teacher tenure. The U.S. Elementary and Secondary Education Act (ESEA) is examined.

The article explores the Oklahoma discretion over Common Core State Standards (CCSS), as of September 2014. Topics discussed include history of federal involvement in public education and educational debate surrounding CCSS; introduction of the Oklahoma's Elementary and Secondary Education Act (ESEA); and the state flexibility request to the U.S. Department of Education regarding the No Child Left Behind Act (NCLB).

This article offers an analysis of the origins, evolution, and impact of the Obama administration's Race to the Top (RTTT) competitive grant program and places it in the broader context of the debate over President Obama's aggressive use of executive power. Faced with divided control and partisan gridlock in Congress - which has been unable to reauthorize ESEA, the largest federal education program - the Obama administration has opted to make education policy from the executive branch. While many observers have questioned the expansive interpretation of statutory and regulatory authority that undergirds RTTT - and the NCLB waiver process - there is little doubt that the efforts have had a significant impact on the national political discourse around education and pushed many states to propose or enact important policy changes, particularly around charter schools, common core standards, and teacher evaluation processes. Along with health care, education reform is likely to be remembered as the most significant policy legacy of the Obama administration. However, while the Affordable Care Act was drafted by Congress and secured through the 'normal' legislative process, the Obama education agenda has largely been designed and enacted through unilateral executive branch authority. As a result, these actions may well set significant precedents for the separation of powers as well as for education policy. [ABSTRACT FROM AUTHOR]

The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series of kits, text references, and accompanying workbook. Its self-directed learning model gave students the opportunity to learn about the media, by doing, responding to, and reflecting on core concepts of media production. Using physical artifacts from the Media Now kit, historical documents, promotional materials, phone interviews with the founders and teachers of the curriculum, the authors were able to trace the development of Media Now from its historical and educational roots of the 1960s, to its full production, distribution, and training out of the facility at the Southwest Iowa Learning Resource Center (SILRC). The historical and educational impetus for creation of what started as a Title III innovation grant of the Elementary and Secondary Educational Act of 1965, matured to be a curriculum that was implemented in 600 schools across the U.S - a testament to both its need and its success. However, as times and politics changed, federal and local government cut funding for Media Now. As we reviewed its original approach to curriculum design and pedagogy, we found that the Media Now story calls for a new examination of the creative materials and techniques used in the 1970s, in light of the current need for media literacy education in and outside of the 21st century digital classroom. [ABSTRACT FROM AUTHOR]

The author reflects on the status of American gifted and talented education in public schools. Topics discussed include the value of gifted education to American society and to the public education system, inadequacies of gifted education and the Elementary and Secondary Education Act of 1965. The author suggests implementation of states' education clauses to improve the gifted services provided in public schools.

The federal government first applied zero tolerance (ZT) disciplinary policies in elementary and secondary public schools both as an expansion of drug control legislation of the 1980s and in response to a string of tragic school shootings in the early 1990s. In compliance with the Improving America's Schools Act of 1994, a reauthorization of the Elementary and Secondary Education Act (ESEA), school districts across the nation instituted complete bans on firearms. The legislation both required and incentivized weapons bans by offering federal funding to states that increased safety in their school districts." Although the only federally mandated ZT ban was on firearms, most states also mandated ZT for "weapons other than firearms,"' which in some cases included water guns, nail clippers, and toys. Since then, many school districts have expanded ZT policies to include bans on truancy, drug, tobacco and alcohol use, disrespect, disruption, or noncompliance. Many praise these policies for effectively prioritizing discipline and instituting consistent and fair penalties that deter unacceptable behaviors and make schools safer. However, as one teacher stated, "[ZT] throws common sense out the window and that's its defect. We all know in education one size never fits all."