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The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Evaluation Report. NCEE 2021-002

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Title: The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Evaluation Report. NCEE 2021-002
Language: English
Authors: Troppe, Patricia, Isenberg, Eric, Milanowski, Anthony, Garrison-Mogren, Roberta, Rizzo, Louis, Gill, Brian P., Ross, Christine, Dillon, Erin, Li, Ann, National Center for Education Evaluation and Regional Assistance (ED), Westat, Inc., Mathematica
Source: National Center for Education Evaluation and Regional Assistance. 2020.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 53
Publication Date: 2020
Contract Number: EDIES11C0063
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Academic Standards, Low Income Students, Teacher Effectiveness, Administrator Effectiveness, Educational Change, Educational Assessment, School Districts, Educational Improvement, Accountability, School Effectiveness, Data Use, Preservice Teacher Education, Faculty Development
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015, Elementary and Secondary Education Act Title I, Elementary and Secondary Education Act Title II
Abstract: In 2017-18, states and districts began to implement the Every Student Succeeds Act (ESSA), the current authorization of the federal Elementary and Secondary Education Act (ESEA). ESSA continues to call for states to set academic content standards, assess student achievement, identify and support low-performing schools, and improve educator effectiveness. ESSA departs from prior law, however, in giving states more discretion about how they accomplish these objectives. This report provides a brief look at the transition toward ESSA, as the foundation for an ongoing assessment of how the law is being carried out. The report uses survey data to examine how key policies and initiatives related to two large ESEA programs were implemented in 2017-18, and contrasts that with four years earlier. Key findings indicate that: (1) Most states had not significantly changed their content standards by 2017-18, and districts increasingly provided supports, such as standards-aligned instructional materials, to implement them; (2) States broadened the measures they used to identify struggling schools, while more districts reported that these schools implemented activities to support improvement, particularly teacher professional development; and (3) States and districts increasingly used performance data as a means to support effective teaching. [For "The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Supplemental Volume. NCEE 2021-002sv," see ED609180. For "The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Study Highlights. NCEE 2021-002," see ED609181.]
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/pubs/2021002/
Entry Date: 2020
Accession Number: ED609179
Database: ERIC
FullText Text:
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  Data: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
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  Data: In 2017-18, states and districts began to implement the Every Student Succeeds Act (ESSA), the current authorization of the federal Elementary and Secondary Education Act (ESEA). ESSA continues to call for states to set academic content standards, assess student achievement, identify and support low-performing schools, and improve educator effectiveness. ESSA departs from prior law, however, in giving states more discretion about how they accomplish these objectives. This report provides a brief look at the transition toward ESSA, as the foundation for an ongoing assessment of how the law is being carried out. The report uses survey data to examine how key policies and initiatives related to two large ESEA programs were implemented in 2017-18, and contrasts that with four years earlier. Key findings indicate that: (1) Most states had not significantly changed their content standards by 2017-18, and districts increasingly provided supports, such as standards-aligned instructional materials, to implement them; (2) States broadened the measures they used to identify struggling schools, while more districts reported that these schools implemented activities to support improvement, particularly teacher professional development; and (3) States and districts increasingly used performance data as a means to support effective teaching. [For "The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Supplemental Volume. NCEE 2021-002sv," see ED609180. For "The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Study Highlights. NCEE 2021-002," see ED609181.]
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      – Text: English
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Federal Legislation
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