ESSA, too, failed
Arguably, in terms of NAEP assessments, ESSA did nothing—even during its initial decade of existence—to elevate K–12 student performance, squandering yet another once-in-a-lifetime opportunity for much of the nation’s K–12 population.
Still shell-shocked from the years of the federal government’s calamitous NCLB overreach, the relative nothingness of ESSA was a pleasant reprieve—except that ESSA’s nothingness, too, like NCLB’s, extended to K–12 student performance.
The point: like the NCLB years, the ESSA years are gone forever.
Theoretically, ESSA shifted more power to the states as it quietly replaced NCLB. Alyson Klein of Education Week (March 2016): “ESSA was signed into law on December 10, 2015. Replacing NCLB, it rolls back much of the federal government’s big footprint in education policy, on everything from testing and teacher quality to low-performing schools. And it gives new leeway to states in calling the shots.” (emphasis added.)
ESSA’s aims, published by the U.S. Department of Education:
- Increasing transparency: States are required to provide information to parents and the public about student performance, school funding, and school rankings.
- Setting high academic standards: All students are expected to be taught to high academic standards to prepare them for college and careers.
- Supporting local innovation: Local educators and leaders are encouraged to develop evidence-based interventions.
- Expanding access to preschool: ESSA supports programs that increase access to high-quality preschool.
- Holding schools accountable: Schools that are underperforming are expected to take action to improve.
- Providing flexibility for funding: States can use funds for career and technical education, transportation to higher performing schools, and other purposes.
- Defining a well-rounded education: The definition of a well-rounded education includes the arts and music, and Title I funds can be used for arts education.
ESSA remains in force today, having thus far been replaced by nothing—despite the ongoing reality that roughly half of U.S. students continue to score below minimum proficiency in core subjects such as reading and math on NAEP assessments, and despite the states earnestly trying as they always have to do the best they can.
NCLB’s nothingness gave way to ESSA’s. Proud but unprepared, many K–12 graduates enter postsecondary life only to collide with the harsh reality of competing against better-educated peers in the NAEP top 50%.