This Week’s ESSA News: Social-Emotional Learning Takes Priority; Standardized Testing Throughout the Year, Not at the End; Ed Reform in Idaho & More
This update provides information on the implementation of education plans under the Every Student Succeeds Act (ESSA) by states and school districts, in collaboration with ESSA Essentials by the Collaborative for Student Success. It is an offshoot of their ESSA Advance newsletter.
A recent article by Gallup, based on surveys and research conducted over 12 years, emphasizes the important connection between ESSA’s accountability measures and student engagement, particularly in relation to social-emotional learning. This aspect of education has gained significant attention in recent years and is now a top priority.
According to Mark Reckmeyer, there is an urgent need for teachers and schools to have social-emotional learning resources in order to achieve positive student outcomes. However, the influx of instructional guides, curriculum advice, and unproven implementation options has made it challenging for schools to find evidence-based resources.
Gallup’s research shows that student engagement and hope greatly impact student outcomes and are central to the newly developed ESSA state, district, and school report cards. Initiatives such as ESSA and the focus on social-emotional learning are guiding the education system in the right direction and are aligning educational leaders’ and schools’ efforts accordingly.
In Georgia and Nebraska, school districts are introducing new testing models through ESSA’s Innovative Assessment Demonstration Authority program. These models involve assessments throughout the year, aiming to reduce reliance on end-of-year exams. Educators argue that end-of-year tests are not useful as results are not available until the following fall when students have moved on to the next grade. Georgia, for example, will replace a single end-of-year test with three tests spread across the school year, resulting in a comprehensive score after the spring assessment. The goal is to provide educators with better insights into student needs and proficiency gaps.
As school leaders work towards integrating social-emotional learning into the instructional day, arts educators see an opportunity to support SEL goals while meeting school-based objectives under ESSA. Connecticut, Illinois, and Kentucky have specifically highlighted the arts as an element of school quality in their state accountability plans for ESSA. Alongside broader SEL efforts, many schools recognize the social and emotional benefits of the arts, which can positively impact academic performance.
In Idaho, a task force is set to vote on educational reform recommendations, including accountability measures for K-3 reading proficiency. This is a significant step towards improving literacy outcomes and ensuring students are meeting grade-level expectations.
The ultimate moment hinges on Monday. #idpol https://t.co/Xhd3GhdXFJ
— Clark Corbin (@clarkcorbin) October 31, 2019
Interested in staying informed? To receive all the latest updates straight to your email every Tuesday, click here to join the ESSA Advance newsletter.
RelatedJoin mailing list
Receive articles like these directly to your email. Sign up for Newsletter.
