In 1965, the Elementary and Secondary Education Act (#ESEA) Title I was primarily a funding mechanism to help poorer communities improve their schools. Surprisingly, however, it wasn’t until its 1994 reauthorization that the federal government required that all students would be held to the same achievement standards. In its 2001 reiteration, “No Child Left Behind” (#NCLB) relied on a carrot and stick mechanism intending to reach that goal. With the 2015 passage of the Every Student Succeeds Act (#ESSA), it’s time for federal education policy to evolve to its final stage of maturity: All children can learn, all children do learn, and all children graduate high school ready for college and/or career.
Achieving long-term institutional reform, especially for schools in high poverty neighborhoods, will take a comprehensive approach, where schools, students, parents, and community work together.
- Improve schools through teacher professionalism
- Help students along the continuum
- Engage parents as substantive partners
- Empower communities to foster high expectations
For more details on this methodical framework, see “Education Reform’s Final Chapter,” published by Republic 3.0 and Medium – The Synapse.