Every Student Succeeds Act
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| Every Student Succeeds Act | |
|---|---|
| Name | Every Student Succeeds Act |
| Enacted by | 114th United States Congress |
| Signed by | Barack Obama |
| Effective | December 10, 2015 |
| Public law | Pub.L. 114–95 |
| Short title | ESSA |
| Long title | An Act to amend the Elementary and Secondary Education Act of 1965, and for other purposes |
Every Student Succeeds Act
The Every Student Succeeds Act reauthorized the Elementary and Secondary Education Act of 1965 and replaced provisions of the No Child Left Behind Act; it was enacted by the 114th United States Congress and signed by Barack Obama on December 10, 2015. Drawing on debates involving Democrats and Republicans in the United States Senate and United States House of Representatives, the Act altered federal roles described in landmark statutes such as the Civil Rights Act of 1964 and the Individuals with Disabilities Education Act while prompting implementation by state departments like the New York State Education Department and the California Department of Education.
Background and Legislative History
Legislative negotiations traced roots to the Elementary and Secondary Education Act of 1965, with influence from stakeholders including the National Education Association, American Federation of Teachers, the U.S. Department of Education, and advocacy groups such as the American Civil Liberties Union and Education Trust. Key legislative actors included members of the United States Senate Finance Committee, the House Committee on Education and the Workforce, Majority Leader Mitch McConnell, Minority Leader Harry Reid, Speaker Paul Ryan, and Senator Lamar Alexander, all operating amid fiscal debates involving the Congressional Budget Office and the Office of Management and Budget. Preceding statutes and court decisions—Brown v. Board of Education, Lau v. Nichols, and Board of Education v. Rowley—shaped the policy context, while reports from the RAND Corporation, Brookings Institution, and the Center on Education Policy informed hearings and markup sessions.
Key Provisions and Policy Changes
The Act revised accountability frameworks that had been central to the No Child Left Behind Act, shifting authority from the U.S. Department of Education to state education agencies such as the Texas Education Agency and Florida Department of Education. It mandated academic assessments aligned with standards developed by groups like the Common Core State Standards Initiative and PARCC, authorized Title I funding formulas, and adjusted provisions related to Title II teacher professional development, Title III English Learner supports, and Title IV student support and academic enrichment grants. The law emphasized evidence-based interventions drawing on research from the Institute of Education Sciences, the National Assessment of Educational Progress, and the What Works Clearinghouse, and altered requirements for interventions in chronically low-performing schools while maintaining civil rights obligations enforced by the Office for Civil Rights and monitored by organizations like the NAACP Legal Defense Fund.
State Implementation and Accountability Plans
States were required to submit accountability plans to the U.S. Department of Education, prompting submissions from jurisdictions including New York, California, Texas, Florida, and Illinois and reviews involving the Education Commission of the States and the Council of Chief State School Officers. Plans specified long-term goals, academic indicators such as graduation rates and English language proficiency, and interventions for subgroups including students with disabilities covered by the Individuals with Disabilities Education Act and English learners referenced in Lau v. Nichols. Implementation generated collaboration and conflict among governors, state boards of education, local school districts like Los Angeles Unified School District and Chicago Public Schools, and advocacy groups including UnidosUS and Teach For America.
Funding and Resource Allocation
The Act reauthorized funding streams under Titles I, II, III, and IV, affecting allocations to school districts such as Boston Public Schools and Miami-Dade County Public Schools and influencing fiscal analyses by the Congressional Budget Office, Government Accountability Office, and state treasuries. Changes to formula grants, set-asides for rural education agencies, and competitive grants reflected priorities lobbied by organizations like the National Rural Education Association, Council for Exceptional Children, and AASA, The School Superintendents Association. Federal funding levels intersected with state budget decisions in legislatures such as the California State Legislature and Texas Legislature and with philanthropic initiatives by foundations including the Bill & Melinda Gates Foundation and Walton Family Foundation.
Impact and Outcomes
Empirical evaluations by researchers at RAND Corporation, Brookings Institution, Mathematica Policy Research, and the Institute of Education Sciences examined effects on student achievement, graduation rates, and subgroup disparities in districts such as New York City Department of Education and Philadelphia School District. Outcomes varied: some states reported improved accountability transparency while others noted limited changes in academic performance on the National Assessment of Educational Progress; studies cited by the Economic Policy Institute and Urban Institute documented mixed results for low-income students and students with disabilities. Implementation also influenced educator preparation programs at institutions like Columbia University Teachers College, Harvard Graduate School of Education, and Stanford Graduate School of Education.
Criticisms and Legal Challenges
Critics from organizations including the American Civil Liberties Union, NAACP Legal Defense Fund, and Parents Across America argued that the statute diluted federal civil rights enforcement and created inconsistent protections compared to prior case law such as Brown v. Board of Education and Title VI litigation. Legal challenges involved suits and complaints filed with the Office for Civil Rights and commentary from legal scholars at Harvard Law School, Yale Law School, and Georgetown University Law Center, while state attorneys general and governors raised concerns about preemption and flexibility. Advocacy by groups like the Education Trust and Democrats for Education Reform debated the balance between state flexibility and accountability, and litigation and administrative complaints continue to shape policy interpretation.