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National Youth-At-Risk Journal
Volume 2
Article 1
Issue 1 Fall 2016
The Every Student Succeeds Act (ESSA): What It
Means for Educators of Students at Risk
Cordelia D. Zinskie
Georgia Southern University
Dan W. Rea
Georgia Southern University
Follow this and additional works at: http://digitalcommons.georgiasouthern.edu/nyar
Recommended Citation
Zinskie, C. D., & Rea, D. W. (2016). The Every Student Succeeds Act (ESSA): What It Means for Educators of Students at Risk.
National Youth-At-Risk Journal, 2(1). https://doi.org/10.20429/nyarj.2016.020101
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inclusion in National Youth-At-Risk Journal by an authorized administrator of Digital Commons@Georgia Southern. For more information, please
contact digitalcommons@georgiasouthern.edu.The Every Student Succeeds Act (ESSA): What It Means for Educators of
Students at Risk
Abstract
This editorial perspective examines some ways that the Every Student Succeeds Act (ESSA), which becomes
operational in the 2017–2018 school year, may enhance the capacity of educators to help students and schools
at risk of underperforming. It also addresses some of the challenges that educators will face under ESSA in
ensuring success for all students. We highlight aspects of ESSA that may be of most interest to our readers
including the broadened definition of academic success, expansion of subgroups for data reporting, emphasis
on evidence-based research and practice, focus on continuous improvement, and need for increased educator
understanding of research and evaluation. Resources are included that provide information for educators on
how to use evidence, locate research findings on existing interventions, and access funding opportunities.
Keywords
ESSA, academic success, evidence-based practice, continuous improvement
This editorial perspective is available in National Youth-At-Risk Journal: http://digitalcommons.georgiasouthern.edu/nyar/vol2/
iss1/1Zinskie and Rea: The Every Student Succeeds Act
The Every Student Succeeds Act (ESSA):
What It Means for Educators of Students at Risk
Cordelia D. Zinskie and Dan W. Rea
Georgia Southern University
the term “at risk” to describe the inequitable
Despite the American promise of equal
educational opportunity for all students,
conditions, challenging circumstances, or
persistent achievement gaps among more stressful situations that make it more likely for
and less advantaged groups of students students, individually or collectively, to have
remain, along with the opportunity gaps poor or harmful school outcomes. We avoid
that create disparate outcomes. (Cook- labeling students as “at-risk students” by using
Harvey, Darling-Hammond, Lam, Mercer, the “person-first” language of “students at
& Roc, 2016, p. v) risk” to describe realistically the problematic
conditions that may threaten their safety,
T he mission of the National Youth-At-Risk
Journal is to help practitioners—especially
educators who serve students placed at risk by
health, social-emotional needs, or academic
achievement (for more information, see Rea
& Zinskie, 2015, pp. 3–6). According to ESSA
poverty and other challenging conditions—to (2015), students placed at risk for academic
close opportunity gaps that prevent students failure need special assistance and support to
from attaining a quality education (Rea & help them succeed in school, and ESSA provides
Zinskie, 2015). With the journal’s mission in new opportunities for educators to address
mind, this editorial perspective examines some this student need. We consider some of these
ways that the Every Student Succeeds Act (ESSA) new opportunities in this editorial perspective;
(2015), which becomes operational in the 2017– we also address some of the challenges that
2018 school year, may enhance the capacity of educators will face under ESSA in ensuring
educators to help students and schools at risk success for all students.
of underperforming.
Signed into law on December 10, 2015, ESSA INCREASES STATES’ FLEXIBILITY AND
is the latest reauthorization of the historical CONTROL
Elementary and Secondary Education Act Under ESSA, states have much greater
(ESEA) passed in 1965 as part of United States responsibility for developing and implementing
President Lyndon Johnson’s “War on Poverty.” accountability systems designed to support
Consistent with the original purpose of the student learning; however, with this increased
act, ESSA provides resources and support for responsibility also comes more discretion
students and schools at risk of academic failure with regard to establishing context-specific
because of the inequitable conditions of poverty. academic standards, identifying accountability
Furthermore, ESSA replaces it predecessor, the indicators, designing annual state assessments,
unpopular federally controlled No Child Left and planning interventions for students and
Behind (NCLB) Act, with a more flexible state schools at risk of low academic performance
controlled educational program. (Association for Supervision and Curriculum
A basic tenet of ESSA is that educators must Development [ASCD], 2015; Chenoweth, 2016;
believe that all students can succeed (Chenoweth, Darling-Hammond et al., 2016; McGuinn, 2016;
2016). In this editorial perspective, we use Patrick, Worthen, Frost, & Gentz, 2016; Weiss
Published by Digital Commons@Georgia Southern, 2016 1National Youth-At-Risk Journal, Vol. 2, Iss. 1 [2016], Art. 1
& McGuinn, 2016). For example, ESSA gives These non-cognitive indicators have important
school districts—in partnership with school implications for improving the school success of
staff and parents—the opportunity to replace all students, especially students placed at risk by
the one-size-fits-all remedies of NCLB with a lack of social-emotional school support, the
locally selected and designed evidence-based threat of bullying, or chronic truancy. According
interventions that are creatively adapted to the to Cook-Harvey et al. (2016), “Carefully chosen
particular needs of their struggling students and measures can help shine a light on poor learning
schools. With an increase in decision-making conditions and other inequities” (p. v). Use of
authority at the local level, schools will also multiple measures provides a more holistic view
have a greater responsibility to meet the needs of schools and their students (Elgart, 2016).
of all students. There has been disagreement regarding
which non-cognitive indicators are most
BROADENS THE DEFINITION OF SUCCESS appropriate for the state accountability plans.
ESSA does include annual testing in reading The non-cognitive (or fifth) indicator must
and math in third through eighth grades and be measured systematically, be related to
once during high school as one of the four academic indicators, and provide meaningful
required academic indicators in the state’s differentiation among schools (Schanzenbach,
accountability system because these data are Bauer, & Mumford, 2016). Schanzenbach et
essential for comparing student performance al. expressed concern regarding use of a social-
across schools and districts. ESSA also provides emotional indicator like school climate in the
an option for high schools to use the SAT or ACT accountability system because it is typically
rather than a state-level assessment. However, assessed via a self-report survey instrument.
ESSA broadens the definition of success beyond They noted that an indicator such as attendance
only performance on standardized assessments is a more valid, reliable, and comparable
(Kendziora & Yoder, 2016); ESSA also requires measure for use in high stakes accountability.
an additional statewide academic indicator They do recommend use of measures of school
such as student growth at the elementary and climate as part of formative assessment.
middle school levels; a measure of progress In contrast, García and Weiss (2016) and
in English language proficiency for English West (2016) reported that results of previous
language learners (grades 3–8 and once during empirical research do confirm a link between
high school); and high school graduation rate non-cognitive indicators (e.g., social-emotional
(Chenoweth, 2016; Darling-Hammond et al., skills) and academic and life outcomes. García
2016). Patrick et al. (2016) also recommended and Weiss stated that “accountability practices
the use of entry and formative assessments to and policies must be broadened to make explicit
evaluate student progress. the expectation that schools and teachers
contribute to the development of non-cognitive
INCLUDES NON-COGNITIVE INDICATOR skills and to make the development of the
In addition, ESSA requires states to choose whole child central to the mission of education
at least one non-cognitive indicator such as policy” (p. 3). It should be noted that while
student engagement, school climate and safety, states are allowed to decide the weights for
attendance, postsecondary readiness, or any indicators included in their accountability
other that can be categorized as a measure system, academic indicators must be assigned a
of school quality or student success (Darling- greater weight than the selected non-cognitive
Hammond et al., 2016; McGuinn, 2016). indicator (McGuinn, 2016).
http://digitalcommons.georgiasouthern.edu/nyar/vol2/iss1/1 2
DOI: 10.20429/nyarj.2016.020101Zinskie and Rea: The Every Student Succeeds Act
EXPANDS SUBGROUPS FOR DATA REPORTING student or other relevant outcomes and that
As with NCLB, ESSA requires that progress includes ongoing efforts to examine the effects
toward meeting or exceeding standards must of such activity, strategy, or intervention” (pp.
be assessed for all students including identified 290–291). Although considered empirical
subgroups of students who have disabilities, research, other types of studies (e.g., case
are economically disadvantaged, have limited studies, descriptive studies, survey research)
English language proficiency, and belong to do not count as sufficient evidence per the
a major racial/ethnic group (ASCD, 2015; ESSA definition; also questions remain whether
Darling-Hammond et al., 2016). These four meta-analyses meet the evidence-based criteria
subgroups are students that have historically (Epstein et al., 2016).
been underserved by schools and are most likely How do schools determine which
to need special assistance and support; the interventions or strategies are the most
data for these student subgroups will continue promising? One option is to review previous
to be disaggregated for data reporting and research literature to determine which have
accountability purposes. Data from three new been most effective based on the ESSA definition.
subgroups, students who are homeless, are [Note: A decision about effectiveness cannot be
in foster care, or have parents in the military, based on one empirical study; multiple studies
will also be examined but not reported for showing positive outcomes are needed to make
statewide accountability (ASCD, 2015). Students a definitive statement about effectiveness.]
in these three challenging conditions may also Examples of evidence-based interventions that
have academic and social-emotional needs have produced successful outcomes in general
that require special attention; however, data include high-quality professional development,
have not previously been available on these class-size reduction, and high school redesign
subgroups to confirm this. (Lam et al., 2016).
Although ESSA contains numerous
STRESSES EVIDENCE-BASED RESEARCH AND references to an “activity, strategy, or
PRACTICE intervention”, no definition is provided regarding
ESSA requires that interventions be these actions or materials designed to improve
evidenced-based and defines different types outcomes. Epstein et al. (2016) noted that
of research evidence allowed when choosing while interventions that are professionally
an activity, strategy, or intervention designed developed and marketed (e.g., Accelerated
for improvement (Lam, Mercer, Podolsky, & Reader, enVisionMATH) are more likely to have
Darling-Hammond, 2016). Under ESSA, an a strong research base, ESSA does not limit
activity, strategy, or intervention is defined as schools to use of these types of interventions.
evidence-based if it “demonstrates a statistically However, Epstein et al. recommended that
significant effect on improving student outcomes when sufficient evidence is available regarding
or other relevant outcomes based on strong the effectiveness of an intervention, it may be
evidence from an experimental study, moderate more efficient in terms of time and resources to
evidence from a quasi-experimental study, or select an existing, proven option for improving
promising evidence from a correlational study outcomes.
with statistical controls for selection bias.” Also It should be noted that the context of
considered as evidence-based is an activity, evidence is very important; schools need to focus
strategy, or intervention that has a “rationale on evidence from studies in similar settings with
based on high-quality research findings or similar students (Dynarski, 2015; Sparks, 2016).
positive evaluation…that is likely to improve For example, low-performing schools with a
Published by Digital Commons@Georgia Southern, 2016 3National Youth-At-Risk Journal, Vol. 2, Iss. 1 [2016], Art. 1
large population of economically disadvantaged associated with student learning (Chenoweth,
students should seek evidence from research 2016). For example: How do students learn?
on high-poverty, high-performing schools. In What is the role of the principal with regard to
addition to seeing what has worked for others, teaching and learning? What teacher practices
it is important for schools to test strategies and are most effective? What worked well? What
interventions in their own settings (Chenoweth, needs to be improved? It is also important to
2016). These strategies and interventions must recognize that change takes time and that failure
also be evaluated with students in the local to improve student outcomes is a “learning
setting who are members of one or more of the opportunity” in the continuous improvement
ESSA designated subgroups. model (Darling-Hammond et al., 2016). Finally,
Practitioner research is a good first step for making feedback available to all stakeholders at
testing a new activity, strategy, or intervention in all levels is an important part of the continuous
the local context. [See Zinskie & Rea, 2016, for improvement process (Patrick et al., 2016). It is
guidance on conducting practitioner research.] especially important that educators be vigilant
As Chenoweth (2016) found in her research of regarding continuous improvement for students
high-performing, high-poverty schools, “…the in the designated subgroups who are at risk of
most powerful lever of improvement rests on academic failure.
the ability of one teacher to say to another: ‘My
kids aren’t doing as well as yours. What are you CALLS FOR APPROPRIATE USE AND
doing?’”(p. 41). The teachers in schools who COMMUNICATION OF DATA
are consistently reaching and teaching low- ESSA calls for appropriate use of data obtained
performing students are an exemplary source as part of the accountability and continuous
of promising teaching methods that should improvement process; it also requires that
not be overlooked in the search for evidence- individual student privacy be maintained in data
based approaches to school improvement. reporting. An effective data system must be
Principals and teachers in professional learning established that allows data to be reported in
communities need to find ways to showcase and an aggregate manner as well as disaggregated
determine the effects of what is working in their by designated subgroups (Patrick et al.,
own schools and school districts (ESSA, 2015). 2016). However, this same system must have
the capacity for access to individual student
CREATES CULTURE OF CONTINUOUS data at the school level in order to determine
IMPROVEMENT which students require more support. Further,
In the past, data were not being used effectively, sufficient data points must be stored in a system
and emphasis was placed on compliance and to monitor student growth over time. States
sanctions; however, ESSA is designed to put must determine which data are needed and
more focus on improvement, not punishment reported at each level and for what purpose
(Elgart, 2016). With ESSA, schools should not (Patrick et al., 2016). For example: What data
be conducting research or reviewing outcome are needed at state level versus school/district
data just to meet the requirements of a year- level? What information is of most importance
end report. Instead, there needs to be a focus to students and their families?
on continuous improvement. This requires All stakeholders need to understand the
ongoing examination of evidence at both role and goals of the accountability system
school and district levels (O’Day & Smith, 2016). including implementation method and timeline
Evidence needs to extend beyond intervention for students and schools and system plan for
outcomes; it is important to look at the process recognizing and honoring success (Patrick et
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DOI: 10.20429/nyarj.2016.020101Zinskie and Rea: The Every Student Succeeds Act
al., 2016). It is also important that the public be schools identified as low-performing or schools
kept informed regarding accountability efforts in where subgroups are struggling; this requires
a transparent manner (Darling-Hammond et al., understanding data in order to create an
2016; Elgart, 2016). Weiss and McGuinn (2016) evidence-based plan for improvement (Darling-
recommended that state educational agencies Hammond et al., 2016). To realize the promise
(SEAs) make an investment in communication, of ESSA and help students and schools at risk
so that two-way dialogue can occur between of underperforming, educators will need to
stakeholders and the public; methods of become proficient in finding, evaluating, and
communication should embrace both the applying evidence-based research for school
traditional (public forums) and the innovative improvement.
(social media). This process will require that educators
Data dashboards are a common method of have sufficient knowledge and skills to evaluate
providing access to accountability information the quality of research studies as well as
(Cook-Harvey et al., 2016; Darling-Hammond appropriateness for implementation of these
et al., 2016; O’Day & Smith, 2016). Darling- research findings within their own setting.
Hammond et al. noted that “Data dashboards Educators will need a basic understanding of
using multiple measures can track information how to locate quality, peer-reviewed sources,
about inputs, processes, and outcomes to identify flaws in experimental design, assess
inform a diagnosis of what is and what is not validity and reliability of measuring instruments,
working in schools and for which students” (p. and interpret basic statistical data including
4). Cook-Harvey et al. indicated that access effect sizes. Schools and/or districts who
to these data can assist schools, districts, and develop their own activities, strategies, and
states in identifying and addressing opportunity interventions must know how to design
gaps. and conduct an evaluation study in order to
There are issues regarding access to data determine effectiveness.
that might impact subgroups of students Once evidence is obtained, educators also
and their families, which schools are trying need guidance on how to use this evidence
to support. For example: Students and for decision-making, especially with regard to
parents who are homeless or economically adapting to their local context (Epstein et al.,
disadvantaged might not have access to a 2016; Sparks, 2016). Dynarski (2015) noted
computer, or parents of students with limited that translating research findings into practice is
English language proficiency may have difficulty difficult, particularly if research was conducted
with narrative reporting of data results. Also, on a small-scale. In addition, insufficient
some rural schools and households may not information may be provided in a research
have the internet capacity to handle the data- report regarding an effective intervention
rich environment created by the accountability making it difficult to replicate in a different
system. setting.
Most schools or school districts do not have
NECESSITATES EDUCATOR UNDERSTANDING designated employees to handle research and
OF RESEARCH AND EVALUATION evaluation; this is something that has been
Educators are expected to use evidence from traditionally been exclusive to larger, well-funded
high-quality research to inform implementation school districts (Dynarski, 2015). Epstein et al.
of activities, strategies, and interventions at (2016) noted that policymakers should provide
the classroom, school, and/or district levels. technical assistance to states to determine the
Evidence also plays a role in instances for evidence on activities under consideration.
Published by Digital Commons@Georgia Southern, 2016 5National Youth-At-Risk Journal, Vol. 2, Iss. 1 [2016], Art. 1
Other options include bringing individuals from the use of technology and other media, the goal
the outside (e.g., higher education faculty, of the program was to enhance and develop
professional consultants) to assist with research students’ skills in critical thinking, metacognitive
and/or to conduct professional development planning and monitoring, problem solving, and
for educators, or selecting individuals from the reasoning.
school and/or district to pursue graduate-level Dawn Tysinger, Jeffrey Tysinger, and Terry
training in applied research, evaluation, and Diamanduros explore K-12 online educators’
assessment. perceptions of and preparedness for crises
All of these initiatives will require funding. (e.g., suspected child/adolescent neglect or
With ESSA’s focus on new research and abuse, suspected student suicidal ideation) that
evidence-based programs, the U.S. government may impact individual students or the online
is investing in this effort. Milner and Holston school environment. Results show that many
(2015) reported that “the law authorizes $300 participants have no training for recognizing
million in funding for the Education Innovation the warning signs of the various crisis events
and Research (EIR) grants program by the end of in student online content.
fiscal year 2020” (para. 6). Milner and Holston Natoya Hill Haskins and colleagues discuss
also noted that new funds have been directed to how school counselors can use narrative therapy
ESSA to support program evaluation. Educators to support students of color transitioning from an
with requisite knowledge and skills in research, alternative school setting back into a traditional
evaluation, and proposal writing will be needed school environment. With narrative therapy,
for schools and/or districts to take advantage students share their stories and are empowered
of this funding. to create a new narrative that represents
Editors’ Note: To assist our readers, we who they want to be. The authors include an
have listed resources in the Appendix that illustration demonstrating the application of the
provide information for educators on how to use collaborative narrative therapy process.
evidence, locate research findings on existing Michael Mucedola’s literature review
interventions, and access funding opportunities. highlights disparities for students living in
poverty and the impact that poverty has on
PREVIEW OF ISSUE CONTENT students’ academic performance. Students
Meca Williams-Johnson’s interview with Bettina living in poverty have specific needs that
Love focuses on creating spaces that matter for must be accounted for in order to increase
children. Love is well known for her publications performance, retention, and graduation rates
and presentations on a range of topics including at all levels. The author describes community
hip hop education, Black girlhood, queer youth, outreach strategies that have the potential to
hip hop feminism, and issues of diversity. In empower impoverished students to improve
this interview, Love educates readers on how their learning and academic achievement.
hip hop can influence, engage and motivate Desiree Vega, Erik Hines, Renae Mayes, and
kids and how loving each child is foundational Paul Harris describe the barriers Latino students
to reaching students. face in pursuit of educational opportunity and
Antonio P. Gutierrez de Blume, Mete the important role school counselors and school
Akcaoglu, and Wendy Chambers present their psychologists can play in preparing them for life
findings from a Photography and Media Literacy after high school, whether it be participation in
Project implemented as an after-school program the workforce or attendance at a postsecondary
for fourth and fifth grade students in a rural institution. The authors provide policy and
Title I school in southeast Georgia. Through practice recommendations for educators.
http://digitalcommons.georgiasouthern.edu/nyar/vol2/iss1/1 6
DOI: 10.20429/nyarj.2016.020101Zinskie and Rea: The Every Student Succeeds Act
Rajni Shankar-Brown, an internationally ESSA: Leveraging educational opportunity
recognized scholar in the areas of poverty and through the Every Student Succeeds Act. Palo
homelessness, diversity and inclusion, and Alto, CA: Learning Policy Institute. Retrieved
social justice education, is featured in our Art from https://learningpolicyinstitute.org/
Corner. She shares her spoken word poem sites/default/files/product-files/Equity_
that depicts her concern and anguish regarding ESSA_REPORT.pdf
schooling today as well as the small “morsels Darling-Hammond, L., Bae, S., Cook-Harvey,
of light” that inspire hope for her children’s C. M., Lam, L., Mercer, C., Podolsky, A.,
educational future. & Stosich, E. L. (2016). Pathways to new
accountability through the Every Student
CONCLUSION Succeeds Act. Palo Alto, CA: Learning
This is our third issue of the journal, and the Policy Institute. Retrieved from https://
journal editors continue to be impressed by the learningpolicyinstitute.org/sites/default/
range of topics addressed by our contributors, f i l e s / p ro d u c t-f i l e s / Pat hways _ N ew-
topics that are at the forefront of education Accountability_Through_Every_Student_
today. All articles in this issue focus on social- Succeeds_Act_04202016.pdf
emotional and/or academic barriers that impact Dynarski, M. (2015). Using research to improve
the education of vulnerable youth, and the education under the Every Student Succeeds
authors provide strategies based on evidence Act. Retrieved from https://www.brookings.
for improving students’ academic success. edu/research/using-research-to-improve-
Consistent with ESSA, the National Youth-At- education-under-the-every-student-
Risk Journal seeks to view students and schools succeeds-act/
in a holistic manner. As states move forward Elgart, M. A. (2016). Creating state
with the development and implementation of accountability systems that help schools
their new accountability plans required by ESSA, improve. Phi Delta Kappan, 98(1), 26–30.
we encourage educators to use the journal as doi:10.1177/0031721716666050
both a resource and an outlet for evidence- Epstein, R. H., Gates, S. M., Arifkhanova, A.,
based information that improves practice and Bega, A., Chavez-Herrerias, E. R., Han, E.,
supports a quality learning experience for all . . . Wrabel, S. (2016). School leadership
students. interventions under the Every Student
Succeeds Act: Evidence review updated
and expanded. Santa Monica, CA: RAND
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Online Learning (iNACOL). Retrieved Cordelia D. Zinskie, Editor, serves as a professor
f r o m h t t p : / / w w w. i n a c o l . o r g / w p - of Educational Research at Georgia Southern
content/uploads/2016/10/iNACOL_ University. She served as chair of the Department
MeetingESSAsPromise.pdf of Curriculum, Foundations, and Reading
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DOI: 10.20429/nyarj.2016.020101Zinskie and Rea: The Every Student Succeeds Act
from 2006 until 2013. She teaches graduate National Center for Research in Policy and
courses in research methods (quantitative and Practice
qualitative), statistics, and proposal writing, and This U.S. Department of Education funded
her most recent research efforts have focused on center studies how educational leaders use
online teaching and learning (e-learning). She research when making decisions and what can
has significant experience mentoring graduate be done to make research findings more useful
student research at the Ed.S. and Ed.D. levels and relevant for those leaders.
and has served as an evaluator on a number of
funded grants. Office of Innovation and Improvement
This website highlights available grant
Dan W. Rea, Founding Editor, is currently a opportunities, including the Education
professor of Educational Psychology at Georgia Innovation and Research (EIR) Program. The
Southern University in the Department of EIR Program provides funding for evidence-
Curriculum, Foundations, and Reading. He has based, field-initiated innovations designed to
worked as a secondary mathematics teacher improve student achievement and attainment
in inner-city and alternative Title I schools for high-need students.
and as an assistant and associate professor
of educational psychology respectively at What Works Clearinghouse
Doane College, Nebraska and University of The What Works Clearinghouse (WWC) reviews
Wisconsin at Whitewater. Since 1994, he has evidence of effectiveness of programs, policies,
served as a co-chair of the National Youth- or practices with the goal of helping schools
At-Risk Conference Savannah and published make evidence-based decisions. Resources
numerous articles and edited books on fostering available on this website include intervention
the well-being of youth placed at risk, motivating reports, single study reviews, and practice
student underachievers, and building learning guides.
communities in schools.
************************************** U.S. Department of Education. (2016). Non-
Appendix regulatory guidance: Using evidence to strengthen
Every Student Succeeds Act (ESSA) education investments. Washington, DC: Author.
Resources for Educators Retrieved from http://www2.ed.gov/policy/
elsec/leg/essa/guidanceuseseinvestment.pdf
Every Student Succeeds Act
The Every Student Succeeds Act (ESSA) website This guidance document is designed to help SEAs,
includes an overview of ESSA, FAQs about ESSA, LEAs, schools, educators, partner organizations,
and links to ESSA resources, including the full and other stakeholders successfully choose
text of ESSA. and implement interventions that improve
outcomes for students.
Institute of Education Sciences
The Institute of Education Sciences (IES) is the Social Media: Educators can find and/or share
statistics, research, and evaluation arm of the information and dialogue with others using
U.S. Department of Education. This site provides social media platforms such as Twitter and
scientific evidence, in a useful and accessible Facebook. Use the hashtag #ESSA to contribute
format, that can help educators, policymakers to and follow these discussions.
and stakeholders improve outcomes for all
students.
Published by Digital Commons@Georgia Southern, 2016 9You can also read
