Arizona is gearing up to adapt to a new federal education law by listening to those who matter most: educators, parents, students and the public.
The Arizona Department of Education is crafting its plan for the Every Student Succeeds Act, or ESSA, which will go into effect in the 2017-2018 school year. It is the latest reauthorization of the national Elementary and Secondary Education Act of 1965, which defines education goals and accountability measures.
ESSA replaces the previous version of the law, known as No Child Left Behind, which many educators associate with stringent accountability requirements.
It’s intended to give states more control and flexibility, according to the U.S. Department of Education. Changes include more flexibility in administering tests, getting rid of the “highly qualified” teacher requirement that measured educators’ effectiveness based on student achievement, and allowing states to come up with a consolidated education plan, rather than a separate plan for several sections of the law.
For Arizona, the changes mean there could be more than one test to measure how students are doing, simplifying the teacher certification process and less stringent reporting requirements for schools, said Charles Tack, a spokesman for the state education department.
While there is much work to be done before a final plan goes to Gov. Doug Ducey for approval and to the federal education agency for evaluation, the ADE wants to explore a “menu of testing,” meaning districts and charters could choose tests other than the state standardized test, AzMERIT. The changes in ESSA, in conjunction with state law approved in March, allow for this.
“Our primary goal was to make sure that the state plan reflected the needs and desires of everyone across our state, whether it’s parents, teachers, districts, business community, nonprofit partners or general public,” Tack said.
Parents, students, teachers and various organizations had a chance to comment on the draft plan, released last month, via a survey. Results showed that educators, parents and students most valued:
- Diverse curriculum and course offerings
- Qualified teachers and administrators
- Goal-based measures for students
- Graduation rates as part of measuring school success
- Increasing school funding as a way to ensure students’ and schools’ success
Perhaps the most challenging question the state is tasked with answering is, “How do we determine the effectiveness of a school?” said Calvin Baker, superintendent of Vail schools and a member of the state board of education.
He said he prefers measuring tangible results as opposed to actions or programs.
“But I don’t have an answer to that question yet,” Baker said. “I’m listening carefully to all the parents, educators, businesspeople and other groups who are offering ideas to the state board.”
The added flexibility will not translate to success if the state Education Department does not transfer authority to schools, teachers and educators, said Jason Freed, president of the Tucson Education Association, which represents teachers in the Tucson Unified School District. It wouldn’t be much different from the federal government having strict requirements.
“If we continue to have elected officials making determinations for education as opposed to asking educators and their expertise being utilized, then we’re going to see issues,” Freed said.
This is an opportunity for the state to set goals and work on closing achievement gaps by figuring out what truly represents how and what Arizona’s children are learning, said Erin Hart, chief operating officer at Expect More Arizona, an education advocacy organization.
An updated draft of the state’s ESSA plan will be released in coming weeks, incorporating the public’s comments.
After another review period, the governor will review the plan in January 2017.
