Legislation and Assessment

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Feb 20, 2024

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Legislation and Assessment Jennifer Koerte University of Phoenix Aretha Lee February 5, 2024

Introduction Nelson Mandela said, “Education is a powerful weapon that can change the world.” Perhaps that is why it is so politically charged. Education has evolved and changed dramatically through the years. Political agendas and laws have had a big impact on education. These laws are meant to improve education and improve it for all students. Let's look at some of the major laws that have impacted education in the United States. The Laws and Their Purposes Elementary and Secondary Education Act of 1965 (ESEA) was an unprecedented law that gave huge amounts of funding to public education, addressed poverty, and intended to ensure equality in schools. This money is divvied out under the umbrellas of “Titles”. For example, a Title 1 school is a school that serves low-income families. No Child Left Behind (NCLB) was based on the idea that every child can learn, and it was the school's responsibility to ensure that they are. NCLB scaled up the federal role of holding schools accountable for students' performance (Klein, 2015). Schools that did not demonstrate adequate learning growth were penalized. The main idea of NCLB was to close achievement gaps, particularly within minority and underachieving groups of students through three big ideas transparency, accountability, and a monumental effort. In 2015 Every Student Succeeds Act (ESSA) was signed into law replacing NCLB. The ESSA rolls back some of the federal responsibility and puts states in control of their education. According to (Popham, 2020)., President Obama felt as though NCLB left schools and districts in a one-size-fits-all situation and that it led to too much testing in the classroom.

Evolution In 1965 the ESEA was one of the first major attempts at ensuring all students have access to high-quality education. According to the Department of Education, The ESEA was signed into law in 1965 by President Lyndon Baines Johnson, who believed that "full educational opportunity" should be "our first national goal." From its inception, ESEA was a civil rights law. In the early 2000s, the concern was that the United States was no longer internationally competitive. This led to a law with a heavy federal hand on institutions to show student growth. Many feel that NCLB led to more testing and preparing for testing but nor more learning, and non-tested subjects such as social studies, civics, and arts were on a decline. In 2012, the Obama administration began allowing flexibility to individual states concerning certain aspects of NCLB in exchange for rigorous and comprehensive state-developed plans designed to close achievement gaps, increase equity, improve the quality of instruction, and increase outcomes for all students. Accountability and Measure of School Success At its core NCLB mandated the schools and districts to report annually on students' proficiency in math, language arts, and math. States were required to use interventions when student growth was not proficient. Schools that did not demonstrate adequate learning growth were penalized. ESSA’s accountability lies in annual statewide testing measuring student growth in state-chosen criteria. The criteria states can choose to measure for Elementary are results in standardized learning assessments, language learner proficiency growth, another academic measure, and one non-academic measure. High school's criteria requirements are the same but include graduation rates as a measurement. States must ensure that their state assessment reporting includes all students especially the historically underserved. Every three years states must identify schools

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that need improvement and develop evidence-based strategies to improve schools. These underperforming schools must receive targeted, and comprehensive intervention. Impact of the Laws: Testing, Literacy, Individualized Learning, and Stakeholders ESEA led to higher graduation rates, particularly in low-income schools, and these schools reported fewer suspensions and grades being repeated. Funds from ESEA were used to lower class sizes and pay paraprofessionals impacting teachers' ability to succeed in their roles. The impact of NCLB's robust accountability system increased standardized testing. The law also sought to increase teacher quality and required teachers to be considered “highly qualified” (Yeban, 2023). This meant additional professional development, praxis exams, and student performance-based teacher evaluations. The heavy testing and progress monitoring data drive for transparency also had some backlash. Within a decade most schools in the United States were judged to be failing under NCLB. The impact NCLB had on students suggests that students improved in math and made small gains in reading, and that test gains were correlated with the increase in expenditures Dee et al. (2010). Other non-tested subjects took a hit and were negatively impacted. Students were often solely required to demonstrate what they knew only using standardized testing. One of the main impacts on stakeholders of ESSA is that states have much more control over their assessments and progress monitoring. When states have more control over their own school's performance schools can create customized plans and not be held to a cookie-cutter recipe plan. With ESSA requiring less focus on standardized testing possible impacts are that teachers have more time to teach, and students have more time to learn. Many states require

researched methods of teaching and have approved literacy programs for districts to choose from. ESSA encourages states to expand their individualized learning allowing teachers to meet students where they are. This also allows students to use a variety of methods to show what they know and are given an equal chance in school. Conclusion Education in our country has evolved in many ways and will continue to do so. As educators, we must also evolve but always keep in mind our purpose to serve all students with equality and equity.

References Klein, A. (2015, April 10). No Child Left Behind: An Overview . Education Week. https://www.edweek.org/policy-politics/no-child-left-behind-an-overview/2015/04 Every Student Succeeds Act . (n.d.). US Department of Education. https://www.ed.gov/essa? src=rn#:~:text=ESSA%20Highlights&text=The%20law%3A,succeed%20in%20college%20and %20careers. Dee, T. S., Jacob, B. A., Hoxby, C. M., & Ladd, H. F. (2010). The Impact of No Child Left Behind on Students, Teachers, and Schools [with Comments and Discussion]. Brookings Papers on Economic Activity , 149–207. Popham, W. J. (2020). Classroom assessment (9th ed.). Pearson Education. Yeban, J. (2023, November 29). No Child Left Behind Act and Teacher Accountability . https://www.findlaw.com/education/curriculum-standards-school-funding/no- child-left-behind-act-and-teacher-accountability.html#:~:text=NCLB%20sought%20to %20standardize%20and,held%20accountable%20for%20student%20progress.

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