The Basics: What You Need to Know About ESSA and Accountability
- ESSA has preserved annual grade-level testing but is less prescriptive about how the results are used in accountability systems.
- Statewide accountability systems must be based on challenging state academic standards.
- The challenging state academic standards must be aligned with entrance requirements for credit-bearing coursework in the state’s system of public higher education and relevant state career and technical education standards.
- In the place of NCLB’s AYP provisions, the state is required to establish long-term goals, which include the measurement of interim progress toward meeting such goals.
- Results must be disaggregated within each state, local education agency (LEA), and school by
- each major racial and ethnic group;
- economically disadvantaged students compared to students who are not economically disadvantaged;
- children with disabilities compared to children without disabilities;
- English proficiency status;
- gender; and
- migrant status.
- The indicator of school quality or student success allows the progress of schools and students to be measured using metrics other than standardized test scores.
- Click here for a graphic organizer showing the necessary components of a statewide accountability system.
Read our recent issue of revision focused
on school accountability systems: