GOV 364- Policies of the Federal Government

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Benchmark – Policies of the Federal Government College of Humanities and Social Sciences, Grand Canyon University GOV 364: Public Policy Analysis Professor Racette December 13, 2023 1

Policies of the Federal Government The Every Student Succeeds Act (ESSA), signed into law by President Barack Obama on December 10, 2015, stands as a significant piece of federal legislation with a primary focus on K-12 education in the United States. (U.S. Department of Education, 2016). The landscape of federal education policies in the United States has been significantly shaped by enacting the Every Student Succeeds Act, a transformative piece of legislation that aims to advance educational equity and improve student outcomes. Replacing its predecessor, the No Child Left Behind Act, ESSA introduces a paradigm shift by affording states increased flexibility and autonomy in shaping their education systems. This essay delves into the purpose and characteristics of ESSA, the roles played by government agencies in its implementation, the evaluation mechanisms employed to assess its success, pursuits to address educational gaps, and the intricate dynamics of citizen involvement in shaping and influencing this pivotal education policy. Purpose and Characteristics The Every Student Succeeds Act was enacted to advance educational equity and improve outcomes for all students in the United States. ESSA replaced the No Child Left Behind Act and sought to address some of its shortcomings by providing states with increased flexibility and autonomy in designing and implementing their education systems. The legislation's primary objective is to ensure that every student, regardless of their socioeconomic background or demographic characteristics, has access to a high-quality education that prepares them for college and careers (U.S. Department of Education, 2016). ESSA encompasses several important characteristics that distinguish it from its predecessor and shape its impact on the education landscape. One crucial aspect is the emphasis 2

on state and local control, allowing states to develop their accountability systems and academic standards. This approach recognizes the diversity of educational needs across states and encourages tailored solutions to address local challenges. Additionally, ESSA places a renewed focus on closing achievement gaps among different student subgroups, such as minorities, English learners, and students with disabilities. The law mandates the inclusion of multiple measures of student success beyond standardized test scores, acknowledging the importance of a well-rounded education (U.S. Department of Education, 2016). Government Agencies Implementation Implementing the Every Student Succeeds Act involves multiple government agencies, each playing a distinct role in ensuring the law's effective execution. One of the central agencies affected by ESSA is the U.S. Department of Education (USDOE). The USDOE is pivotal in overseeing and providing guidance on the federal aspects of ESSA implementation. Their role includes reviewing and approving state accountability plans, monitoring compliance with federal regulations, and disbursing federal funds to support state and local education initiatives (U.S. Department of Education, 2016). At the state level, State Education Agencies (SEAs) are significantly affected by ESSA. SEAs are responsible for developing and implementing accountability systems aligned with ESSA's goals. They have the authority to set academic standards, establish performance indicators, and determine interventions for schools that require improvement. SEAs act as the intermediaries between federal requirements and local education agencies, ensuring that the principles of ESSA are translated into actionable policies and practices within each state (Kennedy, 2022). 3

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Local Education Agencies (LEAs) represent another crucial component in the implementation of ESSA. LEAs, typically school districts, are on the front lines of executing ESSA policies at the grassroots level. They are responsible for implementing evidence-based interventions in schools that need improvement, fostering stakeholder engagement, and ensuring that resources are allocated effectively to support student success. LEAs are critical in translating the broader state and federal policies into actionable strategies that directly impact students and educators (Dunn & Ambroso, 2019). Evaluation of Policy The success of the ESSA is subject to a thorough and collaborative evaluation process, engaging stakeholders at federal, state, and local levels (U.S. Department of Education, 2016). ESSA establishes a robust framework for assessment, relying on various indicators to measure its effectiveness. Federal agencies, state education departments, and other entities collaborate in conducting these evaluations, ensuring a multifaceted and comprehensive analysis of the law's impact. A key component of the evaluation mechanism is the state-designed accountability systems. States are not only mandated to create these systems but are also required to outline specific goals, performance indicators, and improvement strategies within them. The U.S. Department of Education assumes a pivotal role in this process by evaluating state plans and providing constructive feedback. This federal oversight aims to ensure adherence to ESSA's principles while allowing states the flexibility to address unique local needs (U.S. Department of Education, 2016). 4

At the state level, State Education Agencies (SEAs) bear the responsibility of both implementing and evaluating the success of ESSA within their jurisdictions. Collaborating closely with local education agencies, SEAs monitor school performance, identify institutions requiring improvement, and implement interventions based on state-defined strategies. Their data collection and analysis efforts focus on student achievement, graduation rates, and other relevant indicators, providing a comprehensive understanding of ESSA's impact on educational outcomes (U.S. Department of Education, 2016). Local Education Agencies (LEAs), typically school districts, are integral to the evaluation process as well. Charged with implementing state and local strategies, fostering community engagement, and ensuring effective resource allocation, LEAs offer valuable insights into the on-the-ground impact of ESSA. Their perspectives contribute to the assessment of how the law shapes teaching, learning, and overall school performance (Kennedy, 2022). Despite varied assessments of ESSA's overall success, ongoing evaluations remain critical. Some proponents argue that the law has indeed granted states and districts increased flexibility, fostering the development of more tailored and responsive education systems. However, challenges persist, particularly in addressing persistent achievement gaps and refining the implementation of evidence-based interventions (U.S. Department of Education, 2016). The evaluation process is dynamic, and the evolving impact of ESSA will be shaped by continuous refinements in state strategies and interventions to better meet the diverse needs of students. Gaps in Legislation The ESSA, designed as a comprehensive improvement over the No Child Left Behind Act, introduced substantial changes to the U.S. education system. Despite its explicit intent to rectify the shortcomings of its predecessor, ESSA exhibits gaps that merit careful examination. A 5

prominent gap lies in the variability among state accountability systems, leading to disparities in academic expectations and performance standards across states (Stein et al., 2019). This lack of uniformity impedes the comparability of educational outcomes and compromises the effectiveness of nationwide assessments. Scholarly sources, such as the work of Stein et al. (2019), underscore the implications of variable state accountability systems. According to the authors, the existing variability poses challenges in achieving standardized and equitable assessments of educational outcomes. Stein et al. advocate for strategic efforts to standardize state accountability systems, emphasizing the importance of consistent academic standards to ensure a fair and comparable evaluation of educational outcomes nationwide. Another notable gap in ESSA is the limited emphasis on non-academic factors in school accountability. While the legislation acknowledges the significance of factors beyond standardized test scores, such as student engagement and school climate, it lacks clear guidance on how these elements should be measured and integrated into accountability systems (Boser, 2016). This gap potentially hinders a comprehensive understanding of school performance and student success, as it fails to account for the holistic aspects of education. Clear guidelines and metrics are essential to effectively incorporate non-academic factors into accountability frameworks (Boser, 2016). Without such guidance, the assessment of school performance may lack a holistic perspective, limiting the identification of areas for improvement beyond academic achievement. Addressing these gaps in ESSA necessitates strategic pursuits and policy adjustments. A key pursuit involves the refinement and standardization of state accountability systems. Policymakers and education stakeholders must collaborate to establish explicit and consistent 6

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academic standards, thereby ensuring a more equitable and comparable assessment of educational outcomes nationwide (Stein et al., 2019). This pursuit aligns with the broader goal of promoting fairness and transparency in evaluating schools and districts. Moreover, there is a growing push to enhance the incorporation of non-academic factors into accountability frameworks. This pursuit entails the development of reliable and valid metrics for assessing school climate, student engagement, and teacher quality. Policymakers should provide more specific guidelines and allocate resources for states to effectively measure and include these factors (Boser, 2016). Addressing this gap would enable the education system to better capture the multifaceted nature of student success and school performance. Political Process The effectiveness of the political process in enacting and implementing the Every Student Succeeds Act (ESSA) is evident through an examination of both legislative intent and subsequent actions. ESSA, designed to advance educational equity and replace the No Child Left Behind Act, represents a significant shift in the approach to improving educational outcomes, emphasizing increased autonomy for states (Adams et al., 2017). The political process that led to the creation of ESSA involved extensive debates, negotiations, and bipartisan support, reflecting a consensus that a more flexible and localized approach was necessary to address the unique needs of educational systems nationwide. Citizen involvement played a pivotal role in shaping the final form of ESSA, emphasizing the responsiveness of the legislative process to diverse perspectives. Advocacy groups, educators, parents, and community members actively engaged in the policymaking process, providing input, attending hearings, and lobbying for their perspectives. This inclusive 7

approach allowed for a more comprehensive understanding of the challenges and opportunities in the education system (U.S. Department of Education, 2016). Grassroots support for ESSA emerged from various sectors, including education advocacy groups, parents, and educators. The law gained approval for its departure from the prescriptive nature of the No Child Left Behind Act, offering states greater flexibility in designing their accountability systems. However, it is essential to acknowledge that reactions were not universally positive, as opposition arose from some quarters. Concerns were raised about the potential reduction in federal oversight, variations in state accountability standards, and the adequacy of provisions addressing achievement gaps (Klein, 2015). This diversity of perspectives underscores the complexity of educational policy development and the need to balance autonomy with accountability. Citizens continue to exert influence on the focus of ESSA through ongoing engagement during the implementation phase. As states develop accountability plans and allocate resources, citizens have opportunities to participate in public forums, provide feedback on proposed initiatives, and advocate for specific strategies to address educational disparities. The grassroots level remains a critical space for citizens to voice concerns, share insights from their communities, and contribute to the refinement of education policies (U.S. Department of Education, 2016). This sustained citizen involvement exemplifies the ongoing and dynamic nature of the relationship between policymakers and the communities they serve. In conclusion, Every Student Succeeds Act emerges as a dynamic and multifaceted policy framework designed to address and rectify educational disparities across the United States. As examined in this essay, the legislation's purpose and characteristics underscore its commitment to fostering equitable access to quality education, with a focus on localized 8

solutions tailored to address diverse educational needs. The involvement of government agencies, both at the federal and state levels, plays a crucial role in implementing and evaluating the impact of ESSA. The ongoing evaluation of the law's success and its responsiveness to citizen engagement exemplify the dynamic nature of education policy. While ESSA has received both support and opposition, its significance lies in its potential to create a more equitable and responsive education system, paving the way for the success of every student. 9

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References Adams, C. M., Ford, T. G., Forsyth, P. B., Ware, J. K., Olsen, J. J., Lepine Sr, J. A., ... & Mwavita, M. (2017). Next Generation Accountability: A Vision for School Improvement under ESSA. Learning Policy Institute . Adler-Greene, L. (2019). Every Student Succeeds Act: Are schools making sure every student succeeds. Touro L. Rev., 35, 11. Boser, U. (2016). The Every Student Succeeds Act: An ESSA Overview. Center for American Progress. Retrieved from https://www.edweek.org/policy-politics/the-every-student- succeeds-act-an-essa-overview/2016/03 Dunn, L., & Ambroso, E. (2019). Balancing Act: State and District Roles in School Improvement under ESSA. Center on School Turnaround at WestEd. Kennedy, M. B. (2022). Policy, positionality, and power: an examination of the network of actors surrounding the Every Student Succeeds Act. Retrieved from https://repositories.lib.utexas.edu/server/api/core/bitstreams/d3ce81ee-ad77-45f5-8f63- 0c5e7926bf1a/content. Klein, A. (2015). Inside the Every Student Succeeds Act. Education Week. Retrieved from https://www.edweek.org/every-student-succeeds-act/inside-the-every-student-succeeds- act/2016/01/00000175-b3d7-d517-a1fd-b3d77dd10000. Stein, M. K., Nelson, B. S., & Ross, D. D. (2019). The Every Student Succeeds Act and teacher professional development for equity. Journal of Teacher Education, 70(4), 349-359. U.S. Department of Education. (2016). Every Student Succeeds Act (ESSA). Federal Register. Retrieved from https://www.ed.gov/ESSA/. Part of this content was generated with the assistance of AI. I used the following prompt: [ list 10

out these references in correct APA style .] 11

GOV 364- Policies of the Federal Government

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