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The U.S. federal government has played a growing role in setting nationwide education policy since the passage of the Elementary and Secondary Education Act (ESEA) in 1965. This Act, along with the 'Equality of Educational Opportunity' report commissioned by the 1964 Civil Rights Act, led the U.S. Office of Education to pursue a policy agenda focused on equalizing access and ameliorating poverty through the education system. Despite the promotion of equity serving as the officially stated goal of federal policy, expert evaluations of the government's efforts incorporated technical assumptions from the field of economics that prioritized maximizing efficiency between inputs and outputs in the education system. When the ESEA was reauthorized in 2002 as No Child Left Behind, significant 'policy drift' had occurred such that the evaluation of teacher quality – which was the subject of a large literature in economics on the 'education production function' – was incorporated as a key component of the education system's flagship anti-poverty initiative, Title I. [ABSTRACT FROM AUTHOR]

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]

In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes. Accountability encompasses a number of different uses and subsumes a variety of claims. For states proposing to use summative tests for accountability, a validity argument needs to be developed, which entails delineating each specific use of test scores associated with accountability, identifying appropriate evidence, and offering a rebuttal to counterclaims. The aim of this article is to support states in developing a validity argument for use of college admission test scores for accountability by identifying claims that are applicable across states, along with summarizing existing evidence as it relates to each of these claims. As outlined by The Standards for Educational and Psychological Testing, multiple sources of evidence are used to address each claim. A series of threats to the validity argument, including weaker alignment with content standards and potential influences in narrowing teaching, are reviewed. Finally, the article contrasts validity evidence, primarily from research on the ACT, with regulatory requirements from ESSA. The Standards and guidance addressing the use of a "nationally recognized high school academic assessment" (Elementary and Secondary Education Act (ESEA), Negotiated Rulemaking Committee; Department of Education) are the primary sources for the organization of validity evidence. [ABSTRACT FROM AUTHOR]

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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 talks about how standards are developed and discusses reasons for standards being developed including to establish uniform measurements and a minimum level of quality. Topics discussed include the process for development of a standard beginning with the establishment of a need for the standard and a mention of standards including the No Child Left Behind Act of 2001 and the Elementary and Secondary Education Act of 1965.

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]

The Common Core State Standards (CCSS) represent an historic shift in K-12 curricular policy. Yet, few have explicitly traced the lineage of the CCSS and linked them to the decades-old standards-based reform movement. This essay situates the CCSS within the larger historical context of standards-based reform. It concludes with a discussion of recent literature comparing them to past standards, implementation traps, and their potential for increasing equitable outcomes amongst minoritized students. One goal of this work is to serve as a reference for policy and curriculum students. Another is to provide context for and the linkages between the numerous curricular reforms many veteran educators have witnessed throughout their careers. By doing so it provides a counternarrative to common notions of disjointed reform. [ABSTRACT FROM AUTHOR]

Drawing from the existing body of data and research on the community education concept, effective schools, and standards-based reforms, this essay examines educational achievement in the United States corresponding to and resulting from reform movements and political actions. The 1965 Elementary and Secondary Education Act (ESEA) is reviewed in light of its contributions to educational equity and the key changes to that law are discussed as federal political levers for the eventual adoption of the Common Core National Standards by most of the nation. Definitive statistical proof is provided that refutes the theory that setting higher, more rigorous, standards increases student achievement. Based on the National Science Resource Center Theory of Action, the effective community education process is assessed for its value in replacing standards-based education as the cornerstone of U.S. education reform. [ABSTRACT FROM AUTHOR]

The article focuses on conflicting nature of unilateral parental consent laws in Virginia and the right to a free appropriate public education. It informs on case law regarding special education and individualized education programs; enactment of Elementary & Secondary Education Act of 1965 for providing free education; and Brown v. Board of Education court case on the same.

The article discusses that governments should exempt property tax for supporting preschool education in the U.S. Topics discussed include gap in the current literature on early education policy; enactment of Every Student Succeeds Act and Elementary and Secondary Education Act for the same; and benefits of early education to society and the taxpayer.

An important aspect of the community college mission is to educate working adults including those without a high school diploma or its equivalent. Three important changes are forcing community colleges to reevaluate how these services and activities are delivered as well as policies that govern this critical work. These shifts provide a new opportunity for community college leaders to reenvision how they engage local employers, working adults, and underprepared college students. [ABSTRACT FROM AUTHOR]

The article examines the impact of the Elementary and Secondary Education Act on minority and low-income students in the U.S. Topics discussed include ways in which ESEA was reauthorized by the No Child Left Behind Act (NCLB); Adjusted Cohort Graduation Rate (ACGR) for African American and Hispanic students; and the government's plans to improve the education system for all children, including vulnerable children.

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]

State legalization of marijuana is a divisive and polarizing issue that has resulted in fragmentation between governments and citizens. Contrary to federal law, voters in Colorado and Washington in 2012 and in Alaska and Oregon in 2014 approved ballot initiatives that legalized the state regulated sale of marijuana to adults for their recreational use and possession. This Article argues that any state that legalizes marijuana has a concomitant duty to amend its K–12 public school drug and alcohol instructional statutes to include marijuana education. Although none of these four states have enacted such legislation, this Article provides two statutory alternatives to do so. These statutes would provide the predicate for correlative marijuana-specific educational regulations and academic content standards in these states. This legislation is necessary as current attempts in these states to provide education about marijuana do not provide sufficient safeguards for their youth. Additionally, this legislation will ease the fracturing between federal and state governments, because it would expressly comply with the federal funding conditions of the 2015 reauthorization of the Elementary and Secondary Education Act of 1965. Due to the Rawlsian overlapping consensus about the need to prohibit non adult access to marijuana, this statutory amendment could be a bridge between the partisan opponents on the issue of marijuana reforms and provide a model for future states that may legalize marijuana. Finally, by enacting these statutes, these states will take strides to cure a legal deficiency that has the potential to cause irreparable harm to their children and greater populaces. [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.

On December 10, 2015, President Obama signed the Every Student Succeeds Act (ESSA) (P.L. 114-95), legislation which reauthorizes the Elementary and Secondary Education Act of 1965, and replaces the widely criticized No Child Left Behind Act. After various versions were offered, rejected, or revised, the ESSA ultimately passed both chambers of Congress with strong bipartisan support. The general consensus, from special educators, is the new federal law, which grants significantly more power to states while continuing to require reporting from schools about the capabilities of their students, is a step in the right direction for all students, including those with disabilities. Music educators have celebrated the law for its specification of music as part of a “well-rounded education.” The purpose of this article is to provide background on ESSA and to discuss implications of this law for students with disabilities and music educators. [ABSTRACT FROM AUTHOR]

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.

This article offers an analysis of the legacy of the Obama Administration's education agenda, focusing on implications for American federalism. Faced with partisan gridlock in Congress--which was not able to reauthorize the Elementary and Secondary Education Act (ESEA) until the last year in office--the Obama Administration opted to make education policy through creative, expansive, and controversial uses of executive power that changed the national political discourse around education and pushed states to enact important policy changes regarding charter schools, common core standards and assessments, and teacher evaluation. The administration's aggressive efforts on school reform, however, eventually led to a political backlash against those same reforms and federal involvement in education more generally and resulted in an ESEA reauthorization (the 2015 Every Student Succeeds Act) that rolls back the federal role in K-12 schooling in important ways. One of the enduring legacies of the Obama presidency may well be the invigoration and expansion of the state role in education. [ABSTRACT FROM AUTHOR]

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]

An interview with Robert E. Stake, a contributor to evaluation research and professor emeritus of education at the University of Illinois, is presented. Topics discussed include his story of becoming an educational evaluator, views regarding educational testing, and his role in the National Defense Education Act of 1950's and the Elementary and Secondary Education Act of the mid-'60s.

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.