Module 4 Assignment
Using APA 7th Edition, answer the following prompt in a 1-2 page paper (not including the title or references page):
Federal legislation typically impacts current assessment practices. Research the Every Student Succeeds Act (ESSA) and discuss its mandates for assessing students, teachers, and schools. Find out as much information as possible about its impact on English learners. Evaluate the act. Are there aspects you would like to change or eliminate?
Module 4 Assignment
Every Student Succeeds Act (ESSA)
It was great information for our nation’s schools when President Obama marked the “Every Student Succeeds Act (ESSA)” on December 10, 2015. The “Elementary and Secondary Education Act (ESEA),” the country’s educational rule and a well-established obligation to ensure an equivalent chance for all students, is reached by this bipartisan bill. In 1968, the ESEA was laid out.
The new regulation expands on critical headways accomplished in earlier years, by and large, due to the endeavors of teachers, associations, families, and children the country over.
Its mandates for assessing students, teachers, and schools
- According to the “ESSA,” states must create criteria for gauging students’ readiness for college and the workforce and must adhere to those standards when evaluating all students following the standards (Ayscue et al., 2022). These guidelines encourage creativity and adaptability while maintaining a high standard for the quality of the exams that states employ to evaluate each student about state-developed standards for college- and career readiness.
- States are required to assess all students, including English language learners and students with disabilities. It is also required for the state to assess the extent to which it is practical, which consciously reduces barriers and increases flexibility in how students learn or demonstrate knowledge.[A1]
- Higher-order cognitive abilities must be tested, such as the ability to reason, analyze, solve difficult problems, think critically, communicate effectively, and comprehend complex information.
- States are free to create unique evaluation methods, such as administering several statewide interim examinations during an academic year to get a single summative assessment score (these tests are frequently referred to as “modular” tests).
- States may allow districts to substitute a nationally regarded high school academic assessment for the statewide high school assessment under “ESSA” and these regulations; however, a district using this flexibility must use the same locally chosen, nationally regarded assessment throughout all of its high schools.
- All students, including those learning English and those with impairments, must receive equal advantages from these assessments, which must be administered in multiple states and accepted by institutions (Ayscue et al. 2022). They must also be utilized to decide placement in or entrance to higher education or training programs.
- Districts that seek to establish a locally defined, internationally recognized high school academic evaluation must notify stakeholders and parents of their plans in order to ensure that the assessment they use under this flexibility satisfies the needs of the community.
Before districts are permitted to utilize the examinations as a nationally recognized evaluation, states will evaluate them to make sure they are of a high technical level. Assessment peer review is required for all statewide exams administered in accordance with “Title I, part A,” as well as tests selected using this flexibility.
Impact on English Learners
Under “ESSA,” states are required to hold schools responsible for developing English Learners’ vocabulary and language skills and their comprehension of the core curriculum, graduation, and other criteria. The tips in this first section are meant to help you improve your English; section 2 covers the other topics.
To measure, report, and hold schools responsible for English language development, states must select a metric or assessment, a state target for the progress pupils will make toward English proficiency, and the period in which progress will be accomplished. Most states will likely just use the mandated test, an ELP assessment that they choose. If data suggests that a significant fraction of long-term English learners are still enrolled in the system but are not receiving the assistance they need, supporters may consider adding new criteria, such as rates of long-term English learners or reclassification.
Aspects I would like to change.
This resolution’s responsibility framework depends on test results, which may not reflect a student’s scholastic achievement or disappointment. Weak students experience the most when schools battle because of the “ESSA.”
The areas and communities that experience school closures most frequently must have access to this information. 90% of the students in the districts were African-American, and the city of Chicago closed more than 50 elementary schools (Duff & Wohlstetter, 2019). A sizable portion of special needs schools were affected. I want to amend and adjust these few sections so that the law can be applied more effectively and efficiently.
Ayscue, J. B., D. Fusarelli, L., & Uzzell, E. M. (2022). Equity and Early Implementation of the Every Student Succeeds Act in State-Designed Plans During COVID. Educational Policy, 08959048221130994. https://doi.org/10.1177/08959048221130994
Duff, M., & Wohlstetter, P. (2019). Negotiating intergovernmental relations under ESSA. Educational Researcher, 48(5), 296-308. https://doi.org/10.3102/0013189X19854365
What Does the Every Student Succeeds Act Mean for Early Childhood Education? A History of NCLB’s Impact on Early Childhood Education and Insights for the Future under ESSA. Teachers College Record, 120(13), 1–18. https://doi.org/10.1177/016146811812001309