Essa Stakeholder Comment Form Arizona
Essa Stakeholder Comment Form Arizona – We invest more than any other organization in the research, data and thought leadership that describes and supports the Latino community in the United States.
For half a century, he has been advancing economic and social research to improve the quality of life for Latinos through policy, direct advocacy, studies, and our reporting and reporting. Check out all of our available resources below.
Essa Stakeholder Comment Form Arizona
Both young and rapidly growing, the Latino population in the United States is enrolling in higher education in increasing numbers. Over the past decade, the enrollment rate in higher education […]
Pdf) Value Added Model (vam) Scholars On Using Vams For Teacher Evaluation After The Passage Of The Every Student Succeeds Act
This report presents components of Arizona’s plan under the Every Student Succeeds Act that affect the state’s 85,000 English language learners in terms of testing, accountability, and stakeholder engagement. Lawyers can […]
This report, published with New American Economy, details the contributions that Hispanics have made to the American economy through their high labor force participation rate, their purchasing power, the amount of […]
This article describes financial barriers to adjusting immigration status, the void in small-dollar products available to Latino immigrants, models for providing financial resources along with immigration services, and considerations for […]
This report describes the mental health landscape for Latino youth, including risk factors, existing treatments, and the ongoing debate about strategies to treat Latino youth and how culturally appropriate programs […]
Ensuring Equitable Access To Great Teachers: State Policy Priorities
Toward A More Equitable Future: The Trends and Challenges Facing America’s Latino Children was produced by the National Council of La Raza (NCLR) and the Population Reference Bureau (PRB). This […]
This statistical summary describes the population that recently moved from Puerto Rico to Florida, includes an analysis of indicators that can provide an overview of community well-being, and offers considerations […]
This report uses state-level data to measure the economic status of Latinos in Florida and provides state and federal policy recommendations. Analysis reveals that Latinos in Florida are more […]
Proceedings of the Council on Higher Education at the 2015 National Council of La Raza Annual Conference July 11, 2015 * Kansas City, Missouri
North Dakota Archives
This joint report from Georgetown University’s Center for Children and Families and NCLR finds that the health coverage gap is narrowing for Hispanic children, but disparities persist. The Elementary and Secondary Education Act (ESEA) was first passed in 1965 by President Lyndon Baines Johnson. In December 2015, the US Congress passed the Every Student Succeeds Act (ESSA), a new law to replace the No Child Left Behind Act (NCLB). President Obama subsequently signed ESSA into law on December 10, 2015.
With a new ESEA/ESSA, the focus of advocacy now returns to effective enforcement of the law to ensure that every child has the opportunity to reach their full potential. While this new law gives states a great opportunity to adapt their education systems to meet the needs of their students, including students with disabilities, this new level of authority will also require states to take greater responsibility for ensuring that they close the achievement gaps. performance
The National PTA, our constituent associations, and advocates across the country will seek to support and empower all families to actively participate in state and local implementation of ESSA to ensure equity and opportunity for all students.
The US Department of Education is currently in the implementation phase of ESSA. The Department will provide guidance and clarification to States on how best to implement the new law. You can participate in the implementation process by signing up for Department of Education emails about ESSA implementation.
Special Education Parent Resources
Read the proposed regulations and provide feedback on this step toward the future of public education in the United States.
Let’s Start This Conversation: Strategies, Tools, Examples, and Resources to Help States Engage with Stakeholders to Develop and Implement Their ESSA Plans The Every Student Succeeds Act (ESSA) of 2015 has often been described as a civil rights law (King, 2016; Obama, 2015), insofar as it aims to provide “all children with a meaningful opportunity to receive a high-quality, fair and equitable education and to close educational achievement gaps” (Primary Education Act and Secondary [ESEA] 1965, section 1001) . And no part of ESSA speaks to this goal more clearly than its requirement that states outline specific plans to ensure that students from low-income families and students of color are not disproportionately educated by “ineffective, out-of-bounds, or no experience.” (ESEA, section 1111(g)(1)(B)).
The sad reality is that these two (somewhat overlapping) groups of students often have less access to the most effective faculty. And, as numerous research findings have shown, teacher quality is the largest contributor (among school-based factors) to students’ immediate academic outcomes and long-term outcomes (Chetty, Friedman, & Rockoff, 2014; Jackson, 2012). ). (For a comprehensive review of the literature on teacher quality and distribution, see Rice, 2010. For more on how students from low-income families and students of color do not get their fair share of high-quality teachers, see Feng & Sass, 2017). ; Peske and Haycock, 2006; Sass et al., 2012.)
Activating Policy And Advocacy Skills: A Strategy For Tomorrow’s Special Education Leaders
To support equitable access to effective education, parents and other community members require access to reliable information about teachers’ pre-service preparation, years of experience, subject area knowledge, class assignments, and school distribution and districts. However, despite the widely recognized importance of teacher quality, these issues have been largely absent from policy debates and independent analyzes of state ESSA plans (Aldeman et al., 2017).
To remedy that oversight and highlight the strengths and weaknesses of states’ current approaches to ensuring equitable access to effective education, the National Council on Teacher Quality (NCTQ) reviewed the draft (Ross, 2017) and final plans for ESSA presented by all. 50 states and the District of Columbia to determine whether they are sufficient to identify, address, and ultimately eliminate existing gaps in access to teaching talent for students from low-income families and students of color. We identified opportunities for improvement in many states, along with specific examples that show strong work in this area is not only possible, but actually makes a significant difference for some of our most disadvantaged student populations.
In analyzing state plans, NCTQ looked for four components that represent the minimum actions needed to determine whether inequities exist in access to excellent teachers and establish a framework by which states can begin to eliminate those inequities.
First, we looked at whether states have established strong definitions for each of the terms, or their inverse, that ESSA authors use to describe poor teacher quality: ineffective, out of reach, and inexperienced.
Interactive: How Far Every State Has Gone To Update Education Policies Under The Every Student Succeeds Act
The reasons for gaps in access to high-quality teachers vary from state to state, depending on local history, politics, and conditions.
In these terms, teacher effectiveness is the measure that research has consistently shown to have the greatest effect on student learning and long-term success (e.g., Adnot et al., 2017; Chetty, Friedman, & Rockoff, 2014 ; Kane and Cantrell, 2013). ). Therefore, it is essential to establish a meaningful definition of teacher effectiveness. We advocate that states should define, or direct their districts to define, effectiveness based in part on objective measures of student learning and growth, along with subjective and informed judgment (e.g., classroom observations, student surveys, student ). Research, including the Measures of Effective Teaching (MET) project, shows that teacher evaluation systems that include multiple measures produce more consistent and stable evaluations over the years than those that include a single measure of effectiveness (Kane & Cantrell , 2013). In this way, it is not only in line with the best available research, but also with our collective understanding of the higher purpose of education.
Furthermore, because research shows that teachers in their first two years of teaching are significantly less effective than experienced teachers, with the difference in teacher quality narrowing substantially in a teacher’s third year of teaching, stronger state definitions define a teacher inexperienced, such as one with two years or less of classroom experience ((Boyd, et al., 2008; Henry, Bastian, & Fortner, 2011; Papay & Kraft, 2015).
Access to transparent, high-quality data that clearly presents the current rates at which low-income students and students of color are taught by ineffective, out-of-field, or inexperienced teachers relative to other students in a state, district, or school. it is essential to determine what discrepancies exist in access to an effective education. Data is not destiny, but if states neglect to compile this data and make it public, they are denying their districts, schools, and communities the information they need to determine how and where to take action. Data are needed not only to demonstrate whether there are differences in the rates at which, for example, students from low-income families are taught by ineffective teachers compared to their peers from higher-income families, but also to highlight the degree to which existing inequalities.
Arizona Department Of Education’s Essa Plan Activities And Resources
Differences in teacher equity occur not only between districts within states and between schools within a district, but also between particular student populations within a school. For this reason, states should consider calculating and reporting student-level data, along with school and district data, to highlight gaps in teacher equity (see, e.g., Goldhaber, Lavery & Theobald , 2015). ; Kalogrides & Loeb, 2013). In addition, states must consider whether certain types of