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States Leading the Way: New Accountability Models & ESEA Reauthorization Gene Wilhoit September 8, 2011. Why Now?. States have a unique and timely opportunity to assert responsibility and authority for improving student achievement.
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States Leading the Way: New Accountability Models & ESEA ReauthorizationGene WilhoitSeptember 8, 2011
Why Now? • States have a unique and timely opportunity to assert responsibility and authorityfor improving student achievement. • These new models capitalize on recent state-led reforms to adopt accountability systems that better promote college- and career-readiness for all students and schools. • These models move beyond NCLB while building upon the positive aspects of NCLB accountability systems. 2
Next-Generation State Accountability Systems Taskforce • Composed of bipartisan group of 20 state chiefs and SEA leaders. Rural and Urban states. • Over a year and half of robust meetings and discussions to develop a framework for next-generation state accountability systems. • Drew heavily upon states experiences in implementing accountability systems over the past two decades along with the knowledge of various experts and the latest research 3
Outcomes of Taskforce • Statement of Principles and Processes • Roadmap for Next-Generation State Accountability Systems • Federal legislative language 4
Statement of Principles For each state to advance the goals of college- and career-readiness, we have to establish accountability systems that are consistent with several core principles: • Anchored in college- and career-readiness • Annual accountability determinations for all public schools and districts • Determinations focused on student academic outcomes (status & growth), including but not limited to improved state reading/math assessments and accurate graduation rates • Continued disaggregation of student data in order to address achievement gaps • Transparent reporting of information in a timely and actionable manner • Deeper analysis and diagnostic reviews of schools and districts toinform meaningful supports and interventions • Building capacity for significant and sustained improvement • Supports and interventions, including most significant targeted to the lowest-performing schools & districts • Continuous system evaluation, innovation, and improvement 5
Implications for ESEA Reauthorization/NCLB Waivers State are taking a leading role on accountability and must develop accountability models that move beyond NCLB and support continuous improvement. • State leadership will change the dynamic of the negotiations, rather than waiting for ED or Congressional Action • If ESEA is reauthorized soon, it should codify the Principles while providing maximum room for state flexibility and innovation, including continuous improvement • If ESEA reauthorization is delayed, states will notify the Secretary of Education of their intent to exercise waiver authority under NCLB Section 9401 to seek approval for state-based accountability systems consistent with these Principles
NCLB Waivers ESEA talks are moving forward, but are unlikely to result in rapid reauthorization, making NCLB waivers the most likely path to accountability system reform. • NCLB Section 9401 expressly creates broad authority for states to propose, and the Secretary to approve, policies that go beyond NCLB statutory requirements to support student achievement. • CCSSO's accountability work presents a state innovation model for waivers including development of state proposals, collaborative peer review, and Secretarial approval. • Discussion on specific approaches to this continue with CCSSO's advocacy team, and are making progress.
