Reauthorization of the Elementary and Secondary Education Act (ESEA)
Secretary Duncan stated the nation is at a crossroads with two different paths for a new ESEA – a choice with moral and economic consequences. The current law, No Child Left Behind (NCLB), should be replaced with a law that ensures opportunity for every child in this country; strengthens our nation economically; and expands support for schools, teachers, and principals, as well as accountability for the progress of all students.
Secretary Duncan recently sat down to respond to a few comments he received on his Facebook page. Duncan describes the importance of parents in a student’s education, and he says that it’s important we do “everything we can do to get parents more engaged, to have them be full and equal partners with teachers, to be part of the solution.”
Secretary Duncan also responded to comments about the No Child Left Behind Law (NCLB), by noting that “the current law, as I’ve said repeatedly, is far too punitive, far too prescriptive, [and] has led to a “dumbing down” of standards, [and] to a narrowing of the curriculum.”
Since the beginning of the Obama Administration, Secretary Duncan has been working with Congress to obtain a bipartisan fix to NCLB, but Congress hasn’t acted yet. Later this week, President Obama will announce additional details on the Administration’s plan to give great teachers and great schools the flexibility they need to improve education outcomes.
Rep. Marcia Fudge (D-Ohio) convened Tuesday's conversation with Cleveland-area school superintendents and ED's Michael Yudin.
CLEVELAND—After a morning spent with students promoting school nutrition and physical education, Acting Assistant Secretary for Elementary and Secondary Education Michael Yudin sat down Tuesday afternoon with superintendents from more than a dozen school districts in the Cleveland metropolitan area, including Cleveland Metropolitan School District CEO Eric Gordon, who joined Rep. Marcia Fudge (D-Ohio) as co-host for the lunchtime meeting in the district’s board room.
“We can’t just talk about education. We have to do something,” Congresswoman Fudge said in opening up the conversation. “If we really want to be a country that competes, we need to prepare our young people to do it.”
Yudin, who was joined by ED Special Counsel Julie Miceli, gave an overview of the Obama administration’s cradle-to-career education strategy and talked about the importance of addressing problems with the current No Child Left Behind Law. Secretary Arne Duncan has warned that the nation’s K-12 education system is on course for a “slow-moving train wreck” unless the law is fixed and a more realistic, meaningful and effective accountability system is put in place for America’s schools.
“I agree with the Secretary… It’s a slow-moving train wreck,” said Mark Freeman, the superintendent of the Shaker Heights district. Freeman added that, “I mentioned that to some colleagues on the way down, and they said, ‘No, it’s already a wreck.’ “
Yudin agreed. The current law over-labels schools as failures, does not reward growth and does not give states and local districts flexibility to focus on their biggest problems. “It just isn’t making sense. It isn’t working for too many school districts across the country,” Yudin said. In particular, “The ability to measure growth—and real, meaningful growth—is where we need to go.”
Yudin’s office will soon be announcing a package that will allow states and school districts flexibility within the Elementary and Secondary Education Act (No Child Left Behind’s formal name) in exchange for commitments to college-and-career-ready standards, effective teaching and school leadership, and improving their lowest-performing schools.
Tuesday’s wide-ranging dialogue with local superintendents touched on special education and its financial costs, the Department’s program to turn around low-performing schools, high school graduation rates and how best to measure them, charter schools, and how to identify and nurture effective teaching.
As the superintendents thanked Yudin for visiting and taking their feedback back to Washington, he expressed his gratitude for their work in Cleveland’s communities. “Thank you all,” he said, “for your commitment to improving outcomes for kids.”
Office of Communications & Outreach
During last week’s #AskArne Twitter Town Hall, Sarah, a third grade teacher, asked if it is possible for Arne to “tour and sponsor real town halls with educators.” This week, ED announced that Secretary Duncan and his senior staff will be holding more than 50 such events next week.
Secretary Duncan stops in New York during last year's back-to-school bus tour.
Starting on Wednesday, September 7, Secretary Duncan and senior ED staff will head to the Great Lakes Region for a Back-to-School Bus Tour. Arne will be making stops in Pittsburgh, Erie, Cleveland, Toledo, Detroit, Merrillville, Ind., Milwaukee and Chicago, and senior ED officials will be hosting dozens of events throughout the Midwest. The theme of the tour is “Education and the Economy: Investing in Our Future.”
Arne will be meeting with educators and talking with students, parents, administrators, and community stakeholders. Among the topics that Secretary Duncan and senior staff will discuss include the Race to the Top-Early Learning Challenge, K-12 reform, transforming the teaching profession, civil rights enforcement, efforts to better serve students with disabilities and English Language Learners, Promise Neighborhoods, the Investing in Innovation (i3) fund, STEM education, increasing college access and attainment as well as vocational and adult education.
Click here for additional details on Secretary Duncan’s back-to-school bus tour stops.
You can follow the progress of this year’s Back-to-School tour right here at the ED Blog, by following #EDTour11 on Twitter, and by signing up for email updates from ED and Secretary Duncan.
When I was superintendent in Chicago, I never looked forward to a call from Washington telling me what I have to do. Now that I’m in Washington, I try not to make those calls.
Our job is to support reform that is good for students at the state and local level. We need to get out of the way wherever we can. We need to be tight on the goals but loose on the means of achieving them — providing as much flexibility as possible, while maintaining meaningful accountability for improving student outcomes and closing achievement gaps.
The No Child Left Behind Act (NCLB) got it backwards — it was loose on the goals but tight on the means — and today it’s forcing states into one-size-fits-all solutions that just don’t work.
With the new school year fast approaching and still no bill to reform NCLB, it’s time to create a process for states to gain flexibility from key provisions of the law, provided that they are willing to embrace education reform.
We will not be giving states a pass on accountability. There will be a high bar for states seeking flexibility within the law, working off a framework that the states themselves have put together with the Council of Chief State School Officers.
Over the past few days, I have talked with more than half of the nation’s governors, and they are pushing us to provide the relief they desperately need and want.
There is no magic bullet for fixing education, and the best ideas will always come from the local level, where hardworking men and women in our schools are doing the hard work every day to educate our children.
We’re still hopeful that Congress can continue its work this fall because a strong bipartisan reauthorization continues to be essential. In the meantime, states and districts have an opportunity to move forward and receive relief from NCLB’s mandates.
“We’re still hopeful that Congress can continue its work this fall. In the meantime, states and districts have an opportunity to move forward,” said Secretary Duncan in a statement earlier today announcing the Obama Administration’s plan to provide a process for states to receive flexibility under the federal education law known as No Child Left Behind. While more details on the flexibility plan are forthcoming, here is a list of the top five questions about the announcement we are hearing.
1. Why now?
Reauthorizing the Elementary and Secondary Education Act (ESEA)—currently known as No Child Left Behind (NCLB)—is four years late. The Obama administration introduced its Blueprint for Reform sixteen months ago, and President Obama called on Congress in March to finish a bill before the start of the new school year. States, districts, schools and most importantly students cannot wait another school year for this broken law to be fixed.
2. Does the administration’s plan replace Congressional reauthorization?
No, the plan to provide flexibility does not replace a comprehensive reauthorization from Congress. The administration’s plan will provide flexibility to districts and schools to improve student achievement by raising standards while Congress continues to work on reauthorization.
3. Does this regulatory flexibility package offer blanket flexibility to states and districts?
While all states will be eligible for this regulatory flexibility, only states that agree to meet a high bar will receive the flexibility they need to improve education on the ground for students. States granted flexibility would be expected to maintain rigorous accountability, including for subgroups of students.
4. Is there legal authority for the Department to allow this flexibility?
Section 9401 of the Elementary and Secondary Education Act of 1965 (as amended by the No Child Left Behind Act) allows the Secretary to waive certain statutory or regulatory requirements of the ESEA.
5. When will this flexibility have an impact on the ground?
We will continue to gather ideas from states in the coming month and plan to roll out details of the package in mid-September. We anticipate that this flexibility will begin to have an impact at the end of the 2011-2012 school year and have the most significant impact beginning in the 2012-2013 school year.
At the SOS rally with other teachers at the ellipse in front of the White House this weekend, I wrestled with conflicting emotions. On the one hand, signs everywhere testified to our universal frustration with the failed policies of NCLB and to damaging cuts to education: Education Cuts Never Heal . . . Education is Not Just for the Rich & White . . . No Teacher Supports the Status Quo . . . Education is Not Test Prep . . . Build Schools, Not Bombs.
I came to ED one year ago as a Teaching Ambassador Fellow, and have extended my position for one additional year. I share teachers’ concerns expressed at the rally. But, unlike them, I have witnessed Arne Duncan’s team working tirelessly to fix these very problems and overhaul the No Child Left Behind Act. President Obama’s Blueprint for Reformwould dramatically reduce the number of schools labeled as failing for not making AYP so that only the bottom five percent would be identified, and those schools would receive considerable support to turn around. It would end the flawed practice of requiring students to reach an arbitrary bar on a poor proficiency test and ask states to focus on each student’s growth instead. It would provide incentives for programs to support teachers’ professional learning and use multiple measures to evaluate them, not only student growth scores. It would encourage states to expand their curricula to include the arts, history, and others neglected under NCLB. And the plan would support the states in their efforts to create better tests that cover critical thinking and really show what students know and can do.
And this is the source of my frustration: that the teachers at the rally seemed unaware that the administration is with them on so many of the issues they care about. Since he took office, Arne Duncan has been calling for ESEA to be reauthorized so that we can fix the very problems that plague our schools, handcuff teachers, and handicap students. He talks with teachers continually and listens to their concerns. Secretary Duncan is working hard with Congress to pass a bill. If Congress fails to act before the beginning of the school year, he will consider offering regulatory flexibility to help alleviate the burdens of NCLB.
The Arne Duncan who I know developed a passion for education while his mom tutored students in her inner city Chicago Sunday school class who couldn’t read. He worked with her to help these kids, and since then he has built a career focused on educational equity, on ensuring that students do not to become victims of their zip code. He believes the fight for education is a fight for social justice.
At the rally, however, teachers clearly were angry at Arne Duncan for the law that he did not create and that he does not support. Instead of blaming him, teachers and policymakers need to work together as a team to fix a law that we all agree is broken.
Laurie Calvert is a teacher liaison on loan from Buncombe County Schools in N.C. and working temporarily at the Department of Education.
Official Department of Education Photo by Paul Wood
In an interview earlier this week on NPR’s “Talk of the Nation,” Arne Duncan discussed plans to provide regulatory flexibility to states seeking relief from the No Child Left Behind law (NCLB) in exchange for enacting educational reforms.
Official Department of Education Photo by Paul Wood
During the live broadcast, the Secretary explained to students in the audience and to host Neal Conan, that doing nothing is not acceptable, and that “where states are raising the bar, where they’re doing the right thing by children, we need to provide them greater flexibility, and we need to meet them half way.”
The Secretary said the best way to fix NCLB’s problems is for Congress to reauthorize NCLB. Yet, with the new school year just months away, the Department of Education is considering ways to provide flexibility for states and districts.
For most of the interview, Duncan took questions from District of Columbia students about Duncan’s support for arts education, his perspective on why teaching quality varies so widely, and his opinion about lengthening the school day. Duncan also answered questions from listeners around the country, including questions regarding how to best serve students with disabilities and over-use of standardized testing.
One of the most important strategies of the President’s blueprint for reauthorizing the Elementary and Secondary Education Act is its focus on one simple but transformative premise: great teachers matter. Decades of research indicates that the single most important school-based factor in a child’s education is the quality of the teaching he or she gets in the classroom. The quality of the training, development and professional practice an aspiring teacher receives throughout his or her pre-service program will impact the teacher’s future effectiveness, ability to persevere, persist and thrive in the classroom, and, ultimately, the amount of student learning that occurs in the classroom.
A new video produced by the U.S. Department of Education spotlights an institution that has a proven strategy for instilling new teacher candidates with the knowledge, skills, resources and fortitude to lead and succeed in the 21st century classroom. At Emporia State University in Emporia, Kan., home of the National Teachers Hall of Fame, the Teachers College is the crown jewel of the school. The hallmark of the Teachers College experience is its involvement with 34 professional development schools – public schools that are modeled after teaching hospitals – where teacher education students do much of their learning in real world situations, working with faculty and public school teachers.
Graduates of the Teachers College are highly sought-after by school districts because of their depth of knowledge and thoroughness of training and experience they bring to the classroom. Each beginning teacher comes to the hiring district with a guarantee and, in the 18 years of the program, only five teachers have been referred for remediation. Ninety-two percent of ESU teachers remain in the classroom for more than five years—almost twice the national average—and principals rate alumni highly on a wide range of knowledge and skills.
Another school year is coming to a close, and schools across the country are still operating under the restrictive rules of No Child Left Behind. Unless the law is changed, an overwhelming number of schools in the country may soon be mislabeled as failing. This will trigger impractical and ineffective sanctions. It’s confusing to students and parents and demoralizing for teachers and principals.
The Obama Administration continues to work closely with Congress to reauthorize NCLB, but with the new school year just months away, ED is beginning to investigate how to address NCLB’s problems through regulatory flexibility, if necessary.
Secretary Duncan said that regulatory flexibility will not replace comprehensive reform, or give states and districts a pass from accountability. Instead, the goal is to “unleash energy at the local level even as Congress works to rewrite the law, giving states, districts and schools the flexibility they need to raise standards, boost quality, and improve our lowest-performing schools.”
In today’s Politico, Secretary Duncan penned an op-ed explaining the importance of reauthorizing NCLB:
Everyone responsible for educating children for the knowledge economy of the 21st century agrees that America’s federal education law is in dire need of reform. Teachers, parents, school leaders, governors, members of Congress and the Education Department have all called for an overhaul of the No Child Left Behind Act.
I commend Congress for the hard work under way on reauthorizing NCLB, now known as the Elementary and Secondary Education Act, on both sides of the aisle and in both chambers. Senate and House leaders should continue their work toward a bipartisan reauthorization bill by the start of the school year. While we don’t expect agreement on all of the details, there is real goodwill and support for reauthorizing ESEA and virtually no one — inside or outside government — is defending the status quo.
I remain hopeful and confident that Congress will soon take action to strengthen and upgrade the nation’s education law. But while Congress works, state and local school districts are buckling under the law’s goals and mandates. Despite our shared sentiment for reform and the Obama administration’s long-standing proposal to reshape NCLB, the law remains in place, four years after it was due for reauthorization. Our children get only one shot at an education. They cannot wait any longer for reform.
For this reason, our administration will develop a plan that trades regulatory flexibility for reform. If Congress does not complete work on reauthorization soon, we will be prepared with a process that will enable schools to move ahead with reform in the fall. States, districts and schools need the freedom to implement high standards, strengthen the quality of their teachers and school leaders and embrace a more flexible, fair and focused system of accountability. Many members of Congress, both Democrats and Republicans, have voiced support for these nonpartisan goals.
The stakes are high. As it currently exists, NCLB is creating a slow-motion educational train wreck for children, parents and teachers. Under the law, an overwhelming number of schools in the country may soon be labeled as “failing,” eventually triggering impractical and ineffective sanctions.
To avoid these sanctions, many states have lowered academic standards instead of making them more rigorous. The law also makes no distinction between a high-performing school with one or two subgroups underperforming and a low-performing school where everyone is struggling. As a result, states and districts are spending billions of dollars each year on one-size-fits-all mandates dictated from Washington rather than on locally tailored solutions that effectively reach the students most at risk and close achievement gaps.
Under the umbrella of the Learning First Alliance, 16 national organizations representing tens of thousands of local administrators and school board members as well as millions of teachers are seeking flexibility from NCLB’s deadlines and mandates. Separately, a number of state education chiefs have echoed the call for flexibility tied to education reform.
Louisiana, for example, is seeking flexibility to put in place a comprehensive reform plan, as is Tennessee, a winner of the administration’s key reform program, Race to the Top. Nine other states are seeking flexibility from the law, while others have threatened to simply ignore the NCLB deadlines.
Meanwhile, many states are moving forward with reform, voluntarily adopting higher standards and collaborating on a new generation of assessments. They are developing new systems of evaluating and supporting teachers, building comprehensive data systems to improve teaching and to track student gains and transforming chronically low-performing schools — including the high schools that produce a disproportionate share of America’s dropouts.
The purpose of our administration’s plan is not to give states and districts a reprieve from accountability but, rather, to unleash energy for reform at the local level even as Congress works to rewrite the law. It’s a meaningful step to help educators, parents and community leaders transition from today’s stifling, top-down approach toward a climate of locally designed innovation and excellence.
Fifteen months have passed since the administration unveiled its blueprint to reform NCLB. On two separate occasions, President Barack Obama has convened House and Senate leaders at the White House to help spur action. I’ve held countless bipartisan meetings across Capitol Hill. The president reissued the call for reform in March.
More and more people recognize education is the game-changer in the global economy. A world-class education system is the engine of economic growth, innovation, competitiveness and job creation. Our children, our teachers and our parents deserve a world-class education — not some day, but today.
Secretary Duncan emphasized once again that we need to fix NCLB in real time, not Washington time.
The current law doesn’t reward schools that are making significant progress and prescribes interventions based on absolute test scores, the Secretary said last Friday at a lunchtime question and answer session during the Young Elected Officials (YEO) Network annual conference.
Measuring growth and gains needs to be the focus of any accountability system, he said in response to a question from YEO Network member and Georgia State Representative Alisha Thomas Morgan.
The Secretary explained that No Child Left Behind is an impediment which results in too many schools being labeled as failures, “and is getting in the way of where we need to go.”
In March of 2010, President Obama released the administration’s proposal to fix NCLB, and earlier this year he called on Congress to fix NCLB before the next school year begins. Click here to read A Blueprint for Reform.
Fixing No Child Left Behind (NCLB) “can’t be done in Washington time. It has to be in real people’s time,” said Secretary Duncan on Tuesday at Dayton’s Bluff Achievement Plus elementary school in St. Paul, Minn.
Duncan, joined at the school by Sen. Al Franken (D-Minn.), was responding to a growing chorus of voices saying that NCLB should be fixed before the start of the upcoming school year. “We need Congress to work with a much greater sense of urgency,” the Secretary noted.
Duncan explained that NCLB is too punitive as well as too loose on goals and too tight on how schools can succeed. The Secretary repeated that the reauthorized law should allow creativity to flourish at the local level. “We won’t dictate curriculum from Washington,” he said. “We need to get out of the way.”
For more information on the Obama Administration’s proposal to fix NCLB, which is formally known as the Elementary and Secondary Education Act, read “A Blueprint for Reform” which President Obama released in March of 2010.
This week, national organizations representing school boards, superintendents, principals, teachers, parents and other stakeholders sent Secretary of Education Arne Duncan a letter asking for regulatory relief from the No Child Left Behind Act. While Congress and the Obama administration work on reauthorizing the Elementary and Secondary Education Act to fix NCLB’s flaws, the organizations asked the Secretary to consider using his regulatory authority to alleviate some of NCLB’s flaws.
In a letter, 16 organizations from the Learning First Alliance wrote:
“Absent swift reauthorization of ESEA, LFA member organizations urge the Department of Education to explore its authority for offering regulatory relief around NCLB. Once those areas are identified, we would recommend that the department then engage in collaborative discussions with our individual member organizations – as well as other interested stakeholders, including Congress – and focus on building consensus around proposals offering appropriate and immediate regulatory relief for the upcoming 2011-12 school year.”
Separately, two Learning First Alliance members, the American Association of School Administrators and the National School Boards Association, started gathering signatures for an online petition supporting “regulatory relief for the 2011-12 school year, and any efforts to rescind or modify current regulations and alleviate undue pressure on the nation’s schools.”
Secretary Duncan has been working closely with Congress to create a bipartisan bill to reauthorize ESEA. The President has called on Congress to pass an ESEA bill before the next school year begins. The Obama administration’s main goal is to change the accountability framework to fix the problems created by NCLB, which mislabels too many schools as low-performing and doesn’t reward successful schools.
The Secretary understands the frustrations of education stakeholders and shares their concerns about the slow pace of work in Congress. He remains committed to fixing NCLB so that its flaws are addressed as we move into the new school year.