Posts Tagged ‘Every Student Succeeds Act’

Federal Budget to Cut After-School and Summer Programs?

Tuesday, August 29th, 2017
California elementary school with after-school program

California elementary school with after-school program

Keep in mind the $9 billion education cuts proposed by the president and Superintendent of the U.S. Department of Education, Betsy DeVos, and the Department of Agriculture cuts to school meal funds proposed by Sonny Perdue. These cuts are sitting on the table for all to see while Congress comes up with an actual budget funding bill.

The Committee on Education, Health and Human Services, and Labor, chaired by Republican Virginia Foxx-North Carolina, has designed a bill which passed by committee vote and passed the Appropriations Committee vote on July 12, 2017. It is unlikely to pass a full floor vote, nor in the Senate.

Still the action rattles the education community because some unfortunate version will pass. It cuts $2.4 billion from several sections of Every Student Succeeds Act (ESSA), the latest version of the Elementary and Secondary Education Act (ESEA).

From Title II-A it eliminates funds to reduce class size, provide professional development, recruit and retain teachers, and provide mentoring services to school districts across the country.

It takes money from Title I services to needy schools.

Most objectionable to districts that try to improve achievement levels and graduation rates are funds being slashed from the 21st Century Community Learning Centers (21stCCLC) – part of ESSA – that provide for after-school services, summer programs, including meals, to low-income neighborhood schools.

The president and the Budget Director, Mick Mulvaney, insist that the programs are not boosting student achievement. Likewise, the bill claims to eliminate duplicative or ineffective programs and reduce funds to others. Evidence for such statements is rare or non-existent, like voter fraud.

Looking at current research, The Hechinger Report, Covering Innovation and Inequality in Education, focuses on 21st Century Community Learning Center sites in Mississippi’s poor neighborhoods. The document blames the cuts from the Department of Agriculture (USDA) that provide meals as well as the reduction of service funds for 21st CCLC that will lead to cognitive delays from malnutrition as well as no homework help, tutoring, or recreation supervision which means, of course, there will be no growth.

The Texas Education Agency’s evaluation of fifteen 21st Century Community Learning Center sites found higher test scores from grades 9-12 program participants and improved progression through grades. In middle schools, they found fewer disciplinary problems, better attendance and behavior, higher promotion and graduation rates. For details see “Texas study” .pdf in The Hechinger Report, found in the paragraph under subtitle “Related: How does Mississippi really compare…”.

The California Department of Education’s “Independent State-wide Evaluation of After-School Programs” shows reduced juvenile crime rate, higher graduation rates, and improved test scores. To see the details click here and to choose ACES 12/2012 from a list of studies click here.

Take Care Schools has data for California schools. Four hundred programs across the state serve 100,000 California students at 21stCCLC sites and other after-school programs agreed to by voters in an initiative promoted by former Governor Arnold Schwarznegger. California spends 4 times as much from state funds than it receives from the federal government. The problem is that, like in many states, the monies are divided: elementary and middle school programs are funded by state money. Any high school monies for after-school and summer programs come from the federal budget.

Click here for more analysis of California, Texas, and other state after-school programs.

If those funds disappear, anyone can realize that the progress low-income neighborhood schools are focusing on – student achievement, promotion, graduation rates – will be affected.

Do we want 18-year-olds standing on street corners, wandering from low-pay job to job, putting strain on their family or worse as we’ve all seen. Only because the president and his cohorts seem to think that taking all the $$ away, rather than fixing and improving the services, is the solution. Is that so?

 

 

 

Every Student Succeeds Act

Sunday, December 13th, 2015
K-8 school, Lopez Island, Washington

K-8 school, Lopez Island, Washington

On December 9, 2015, fourteen years after the No Child Left Behind Act’s debacle, Congressional eyes opened. Congress voted to try again to give all students in public school education a chance for academic achievement, optimistically called Every Student Succeeds Act (ESSA). Anyone with an interest in education has an opinion on whether student achievement will succeed in the seven years until Congress debates revision again of the 1965 Elementary and Secondary Education Act (ESEA).

What were teachers doing this Fall, waiting for Congress to get its act together?

In most states, besides planning and teaching lessons based on the new-ish Common Core State Standards (CCSS), they  hoped the legislation would reflect their long held stance that excessive testing does not lead automatically to academic proficiency in reading and math. ESSA makes CCSS voluntary. That brings a breath of relief to some states, but what now? is the question of many others as state and local entities decide on standards.

Another sigh of relief because the legislation does reduce the number of yearly standardized tests. Yearly tests are mandated, but they may be designed as the state wishes. If a state doesn’t like current assessments available, there will be another scramble to find suitable tests. From test examples on the websites, that may be good or bad.

What else are teachers talking about in the lunchroom?

A special report in the latest CTA Educator used six pages to explore the details of housing costs that outpace educator salaries. The new ESSA does not discuss salary and little about staff development that may lead to a raise in salary. That issue is resolved locally, of course, but collective bargaining that does influence teacher pay is low on ESAA’s totem pole. It’s true that NEA and AFT, the two national teachers unions, support ESSA because the focus is taken off teacher evaluation as the source of all troubles for schools, even though the legislation removes the clause in previous education legislation which protects collective bargaining.

The “Superintendent Shuffle” is another concern for teachers and school districts. For example, “Two-thirds of superintendents in the state’s (California) 30 largest districts have been in their posts for three years or less according to EdSource.” Sherry Posnick-Goodwin, Educator, November 2015, p. 33. Again, ESSA assumes states and local districts will readily resolve administrative issues. If that actually happens, superintendents should be very happy; if not, districts will be absorbed with hiring, not effective teaching.

In the 3000 schools (the 5% lowest-performing schools in the country) that will depend on Title I federal funds, staff and teachers have devoted their efforts to keep up attendance, reduce dropout rates, and from Kindergarten on prepare students to graduate high school. ESSA combines funds for special education, English Language Learners, at-risk and more into a huge Title I block grant for each state to handle. And, states must set aside funds for private/parochial school students who need help. Since there is no discussion of meaningful curriculum or disparities in school discipline and suspension, it is those 1 million students who will be subject to the arbitrary local program decisions in high-performing and low-performing school districts.

One good thing about NCLB was the transparency of data used to identify interventions and accountability. Now, the Southern Poverty Law Center and NAACP Legal Defense Fund worry that the data may be transparent, but the federal oversight of the data is the weakest link in ESSA. As David L. Kirp said in his opinion article “Left Behind No Longer” New York Times, December 10, 2015, “advocates will need to keep up the pressure for equity.”

That has ever been the educator’s responsibility since 1965 when Lyndon Johnson said ESEA was the “passport from poverty.” General enthusiasm may be the spin of the bipartisan ESSA legislation, but recall Alexander Pope’s famous line “Hope springs eternal in the human breast.”