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- Making sense of education policy at the state level: A conversation with Sara Dahill-Brown
Flexibility gives state education leaders the option to put federal dollars to better use in accomplishing important educational goals. Consider, for example, the funds of the 21st Century Community Learning Center, or 21st CCLC, that were established through No Child Left Behind to support academic enrichment activities for students outside of school hours.
Without a waiver, states can only use this money for afterschool and out-of-school activities. Flexibility, however, enables states to use these funds to expand the school day or year to provide more time for student learning—a powerful intervention when students use the additional time for high-quality activities. As recent CAP publications highlight , Massachusetts, New York, and at least a dozen other states have already pledged to use 21st CCLC funds to provide more learning time for students in more schools. Before Massachusetts signed the waiver, for example, about 75 schools in the state operated under an expanded school calendar.
With new flexibility, the state intends to increase the number of schools using expanded learning time as a way to improve many more of its lowest-performing schools. This is a promising development, and CAP has called on more states to follow their lead. With new flexibility state education leaders no longer need to manage their schools under two accountability systems—one developed by the state and one prescribed by federal law.
Instead, the state will be able to provide useful information across a small set of state-determined school-performance measures, holding local leaders accountable for student proficiency and growth in ways more directly linked to action. In the process of obtaining flexibility, states such as North Carolina worked with the U.
Department of Education to set performance goals that meet federal expectations while meeting the needs of students and states. Such shared work between state and federal education agencies is unprecedented and sets the stage for future collaborative work that continues to serve the best interests of students. The U. Leadership and Policy in…. American Journal of Education. Arts Education Policy Review. Center for American Progress.https://saloviposge.cf
No Child Left Behind
Education Finance and Policy. Education and Urban Society. Klein, Alyson. Hoff, David J. Lewis, Anne C. McNeil, Michele. Sunderman, Gail L. Hess, Frederick M. Kober, Nancy.
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Guides - Non-Classroom. Collected Works - General. Collected Works - Serial. Collected Works - Serials. Guides - Classroom - Teacher. Reference Materials - General. Collected Works - Proceedings. ERIC Publications. Non-Print Media. Reports - General. Reports -…. Elementary Education. Secondary Education. Higher Education. Middle Schools. Grade 4. Grade 8. Grade 3. Grade 5. Grade 6. Grade 7. Postsecondary Education. Grade Early Childhood Education. Adult Education. Junior High Schools.
Making sense of education policy at the state level: A conversation with Sara Dahill-Brown
Intermediate Grades. Preschool Education.
Grade 9. Primary Education. Frustrated by this inaction, state leaders came together in to put forth a proposal that modeled the next-generation accountability systems. This vision described an accountability system that is grounded in college- and career-readiness standards, collects a broader array of data to more accurately understand school and district performance, and uses those data to better support schools and districts, with an emphasis on the lowest performing.
Since then, states have built upon these principles to advance accountability systems. Some states have taken advantage of the opportunity to request flexibility from specific provisions of NCLB from the U.
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Department of Education. In order to illustrate the variety of innovative approaches to accountability that states are exploring, this report provides examples of next-generation accountability concepts implemented by states. While this study provides an overview of the landscape, it is not fully representative of the variety of state approaches to accountability.
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It is essential to note that the trends and state examples that follow are provided to illustrate patterns of reform across the 50 states, but that the individual state reforms we have highlighted may or may not have resulted in successful improvement of student outcomes.