Education Week - April 15, 2015 - 15

goVeRnMent & polItIcs
States Pitch Changes as They Seek to Extend NCLB Waivers
By Alyson Klein
Even as Congress wrestles to rewrite the No
Child Left Behind Act, the Obama administration
has one last clear opportunity to put its
stamp on the outdated law before leaving office
in early 2017: renewals of nclb waivers, which
could last through the 2018-19 school year.
Every state that currently has a waiver
from provisions of the law-held by 42 states
and the District of Columbia-would like to
renew the flexibility for up to four more years,
even as Congress appears likely to give far
more leeway to states on accountability, standards,
and teacher quality in a pending overhaul
of the law.
An Education Week review of selected renewal
requests submitted by the initial deadline
of March 31 shows states seeking changes
on a range of issues, including teacher evaluation,
testing, and A through F grading systems
for schools.
In particular, some states are grappling with
how to determine when a school has made
enough progress to no longer be considered
low-performing.
The U.S. Department of Education will spend
the next few months reviewing the renewal applications.
Already,
five states that submitted their applications
in January through a special process-Kentucky,
Minnesota, New Mexico, North
Carolina, and Virginia-have been approved.
These states were permitted to apply for fouryear
waivers rather than just the maximum of
three for most other states because they have
remained on track in the tricky area of teacher
evaluation.
In general, the early-renewal waiver states
were seeking only modest changes to their systems,
not major revisions.
Accountability Snooze Button
State schools chiefs from Minnesota, New
Mexico, and Virginia made it clear that even if
waivers don't stay in place very much longer-
either because the nclb law is rewritten or because
a new administration comes in and takes
a different approach-the plans could inform
accountability systems for years to come.
"We don't want to move the goal posts" for
students and teachers, said Brenda Cassellius,
Minnesota's education commissioner.
At least a handful of states are taking the
department up on a special, one-time-only flexibility:
the ability to "pause" state-level school
rating systems during the 2014-15 school year.
This leeway was available to all states that are
switching to new assessments aligned to new
standards, not just states with waivers.
Among the states that indicated in their applications
or on their websites that they are
interested in the pause: Colorado, Mississippi,
Oregon, and South Carolina. Vermont, which
does not have a waiver, but is making the transition
to a new testing system, also raised its
PAGE 18 >
ESEA Bill a Bipartisan Work in Progress
By Lauren Camera
The bipartisan bill slated for markup
in the U.S. Senate's education committee
this week to overhaul the Elementary
and Secondary Education Act
represents a major legislative accomplishment
for a Congress that isn't usually
keen on working across the aisle.
The proposal, which Sens. Lamar
Alexander, R-Tenn., and Patty Murray,
D-Wash., the chairman and
ranking member of the education
committee, unveiled April 7, includes
education policies meant to charm
both parties as they rewrite the law,
the current version of which is the No
Child Left Behind Act.
For Republicans, states would have
the flexibility to create their own accountability
systems, and for Democrats,
Title I dollars for low-income students
wouldn't be able to follow those
students to the school of their choice.
Legislative Hurdles
The measure, however, faces significant
legislative hurdles.
Chief among those obstacles is the
committee markup, slated for this
week, during which members of the
education committee will offer amendments
to the negotiated bill to alter it
more to their liking. Republicans have
the numbers to approve or refute any
amendment that's offered, so maintaining
the legislation's bipartisan
nature will be a delicate process that's
sure to test the politicking skills of Mr.
Alexander and Ms. Murray.
"They did pass a big hurdle, and it's
definitely important that they got a
bill between the two leading senators,
but until we see signs that other senators
are willing to sign off on it, it's
safer to bet against it going forward,"
said Chad Aldeman, associate partner
at Bellwether Education Partners, a
policy think-tank in Washington.
Still, education advocates and the
Obama administration touted the senators'
bill, formally titled "Every Child
Achieves Act of 2015," as an important
step toward reauthorizing the law.
Whether or not to allow Title I dollars
to follow students to the public
school of their choice-a policy known
as "Title I portability"-has been one of
the major debates spiraling out of congressional
efforts to overhaul the law.
Mr. Alexander's original draft of the
bill included Title I portability, which
has been a big priority for Republicans,
some of whom, like Sen. Tim
Scott, R-S.C., would like to see the
policy pushed even further to allow
students to use their Title I dollars at
private schools.
But the negotiated bill does not include
Title I portability, a big win for
Ms. Murray and the Obama administration,
the latter of which has all
but said it would veto any bill that
included such a provision.
During the committee markup, it's
likely that Republicans, including Mr.
Scott, will try to insert that language
back into the measure.
The other key discussion surrounded
testing, specifically whether
the federal government should maintain
its annual testing schedule and
how those tests should play into a reimagined
accountability system.
Currently, states are required to test
students every year in math and English/language
arts in grades 3 through
8 and once in high school, and also in
science once in grades 3 through 5,
once in grades 6 through 8, and once in
high school. The compromise bill keeps
the annual federal testing schedule,
but gives states the option of using one
big summative test or lots of smaller
tests that, combined, reflect a single
summative assessment.
The Alexander-Murray bill would
also maintain the requirement that
states disaggregate data for subgroups
of students, including minorities, lowincome
students, English-learners, and
those with disabilities. And while the
bill would require states to use that
information in their accountability
systems, it would give them significant
flexibility in crafting those systems.
In a nod to a big gop priority, the bill
specifically bars the education secretary
from mandating added requirements
for states or school districts
seeking waivers from federal law.
In addition, states would still have
to identify low-performing schools
under the compromised measure, but
the bill doesn't specify what share of
schools would need to be targeted-a
dramatic change for states operating
under the administration's nclb
waivers, which require states to identify
5 percent of very-low-performing
schools for dramatic interventions.
School Improvement Aid
States would also still have a dedicated
funding stream for school improvement
efforts, but the Obama
administration's School Improvement
Grant models would be eliminated.
In fact, the bill's language specifically
prohibits the secretary of education
from "mandating, prescribing, or defining
the specific steps school districts
and states must take to improve
those schools."
As for standards, the bill simply
outlines that states must establish
"challenging academic standards for
all students." It also specifically cites
the Common Core State Standards
as something the federal government
can play no role in advocating or coercing
states to adopt.
The 600-page bill contains hundreds
of other provisions for lawmakers and
stakeholders to comb through, including
competitive grants for charter
schools, a formula and competitive
grant to support programs for Native
American students, and increased
flexibility for rural school in how
they use federal dollars.
Few lawmakers had weighed in on
the bill by the time this story went to
print, mainly because they were back
in their home districts for a two-week
legislative recess.
But both U.S. Secretary of Education
Arne Duncan and White House press
secretary Josh Earnest called the negotiated
bill "a good first step."
In statements, Mr. Duncan and Mr.
Earnest outlined the administration's
continued priorities for a reauthorization,
some of which include preventing
funding cuts, closing achievement
gaps, providing more flexibility for
innovation, and supporting teachers.
In an otherwise positive statement,
Mr. Duncan made a point to push
INSIDE THE SENATE'S COMPROMISE MEASURE
Among its highlights, the 600-page, bipartisan proposal to
overhaul the Elementary and Secondary Education Act would:
n Not allow Title I dollars for low-income students to follow them to the
school of their choice;
n Maintain the current federal annual testing requirement;
n Require states to disaggregate data for subgroups of students;
n Allow states to create their own accountability systems;
n Require states to identify low-performing schools;
n Require states to adopt "challenging" academic standards, but says that
the federal government could not mandate or provide incentives for states
to adopt any particular set of standards, including the Common Core State
Standards;
n Not require states to develop and implement teacher-evaluation systems;
n Eliminate the "highly qualified teacher" definition in the current law and
requirements to staff all core classes with such teachers;
n Offer incentives for states and school districts to implement policies to
significantly improve instruction for English-language learners;
n Make funding for Title II for teachers and Title IV for school climate issues
100 percent transferable between the two;
n Create a competitive grant for charter schools;
n Prohibit the U.S. Secretary of Education from mandating additional
requirements for states or school districts seeking waivers from federal law;
n Authorize a comprehensive state literacy program;
n List early-childhood education as an allowable use of funding for a broad
swath of programs in the esea.
SOURCE: Every Child Achieves Act of 2015
back on the fact that the bill does not
require states to identify a certain percent
of low-performing schools, saying
"we must provide more resources and
ask for bold action in the lowest-performing
5 percent of schools."
Education stakeholders, meanwhile,
generally praised the measure.
'Excellent Bipartisan Bill'
Chris Minnich, the executive director
of the Council of Chief State School
Officers called it "an excellent bipartisan
bill." And though he referred to it
as a "starting point," he also emphasized
that it reflects the key priorities
of his organization and would "provide
our states with the long-term, stable
federal policy they need to continue
making progress for all students."
Both national teachers' unions applauded
the bill, though reaction from
the American Federation of Teachers
was more positive than the National
Education Association, which said it
was still reviewing the bill with "a fine
tooth comb."
"Their framework restores esea's
original intent of mitigating poverty
and addressing education equity,"
said aft President Randi Weingarten
in a statement. "It moves away from
the increasingly counterproductive
focus on sanctions, high-stakes tests,
federalized teacher evaluations and
school closings."
Some advocates in the civil rights
community were cautiously optimistic.
Nancy Zirkin, executive vice president
of The Leadership Conference
on Civil and Human Rights, said
she's pleased that the bill takes into
account many of her concerns about
protecting the most disadvantaged
students. But she is still wary that the
bill doesn't go far enough to preserve
the federal role, equitable distribution
of resources, and data collection and
reporting for vulnerable students.
EDUCATION WEEK | April 15, 2015 | www.edweek.org | 15
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Education Week - April 15, 2015

Table of Contents for the Digital Edition of Education Week - April 15, 2015

Atlanta Verdicts Ignite Debate
DIGITAL DIRECTIONS: Demand for Print Persists Amid K-12 Digital Surge
Schools Weigh Duty On Religious Rights
Withholding Recess as Discipline in Decline
News in Brief
Report Roundup
N.Y. Budget Accord Seeks to Tighten Rules On Teacher Quality
Anaheim and Nashville Partner to Promote Music Studies
After-School Programs Targeted by Lawmakers, Critics
Blogs of the Week
ESEA Bill a Bipartisan Work in Progress
States Pitch Changes as They Seek to Extend NCLB Waivers
Educators Eager, But Anxious, as They Await Testing Rollout
Dueling Assessments, Standards Pressuring Tennessee Teachers
Blogs of the Week
JACK SCHNEIDER: Problems With Teaching Lie in the Profession
JEAN-CLAUDE BRIZARD: A Better Way to Reach the Poorest Kids
Letters
TopSchoolJobs Recruitment Marketplace
HAROLD G. LEVINE & MICHAEL W. KIRST: Why Colleges Should Care About the Common Core
Education Week - April 15, 2015
Education Week - April 15, 2015 - Withholding Recess as Discipline in Decline
Education Week - April 15, 2015 - 2
Education Week - April 15, 2015 - 3
Education Week - April 15, 2015 - News in Brief
Education Week - April 15, 2015 - Report Roundup
Education Week - April 15, 2015 - N.Y. Budget Accord Seeks to Tighten Rules On Teacher Quality
Education Week - April 15, 2015 - Anaheim and Nashville Partner to Promote Music Studies
Education Week - April 15, 2015 - After-School Programs Targeted by Lawmakers, Critics
Education Week - April 15, 2015 - 9
Education Week - April 15, 2015 - Blogs of the Week
Education Week - April 15, 2015 - 11
Education Week - April 15, 2015 - 12
Education Week - April 15, 2015 - 13
Education Week - April 15, 2015 - 14
Education Week - April 15, 2015 - States Pitch Changes as They Seek to Extend NCLB Waivers
Education Week - April 15, 2015 - Dueling Assessments, Standards Pressuring Tennessee Teachers
Education Week - April 15, 2015 - Blogs of the Week
Education Week - April 15, 2015 - 18
Education Week - April 15, 2015 - 19
Education Week - April 15, 2015 - JEAN-CLAUDE BRIZARD: A Better Way to Reach the Poorest Kids
Education Week - April 15, 2015 - Letters
Education Week - April 15, 2015 - 22
Education Week - April 15, 2015 - 23
Education Week - April 15, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 15, 2015 - 25
Education Week - April 15, 2015 - 26
Education Week - April 15, 2015 - 27
Education Week - April 15, 2015 - HAROLD G. LEVINE & MICHAEL W. KIRST: Why Colleges Should Care About the Common Core
Education Week - April 15, 2015 - Education Week - April 15, 2015
Education Week - April 15, 2015 - CT2
Education Week - April 15, 2015 - CT3
Education Week - April 15, 2015 - CT4
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Education Week - April 15, 2015 - S2
Education Week - April 15, 2015 - S3
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