Transcript ARRA: Confusion and Complexity - NEA

ARRA, ESEA and
Accountability
RESOURCES, ASSURANCES, METRICS,
AND A LISTENING TOUR
TRANSFORMING STATE ASSESSMENT AND ACCOUNTABILITY SYSTEMS
May 7, 2009
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Education and related programs (including tax
credit bonds) = $130.24 billion
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U.S. Department of Education discretionary
funding = $96.76 billion
◦ FY 08 funding = $59.18 billion
◦ ARRA increase = 164%!
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NEA national and state funding tables available at:
http://www.nea.org/economystories
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ARRA USED
K12 $
81.8 %: to restore state ed
support in FY 09, 10, 11
Gov. has discretion as to
when to distribute $
Public
School
Districts
$ for any ed purpose
under ESEA, IDEA,
Career Tech,
Adult/Family Literacy,
school modernization
$ available until 9/30/11
Secretary
Duncan
$5.2 billion
Chief State School Officer
IDEA ($12.2 billion)
Title I ($10 billion)
50 % on April 1, 50% by 9/30/09
School Improvement Grants
($3 billion): by 9/30/09
Education Technology Grants
($650 million): by 9/30/09
Governor
State Fiscal Stabilization
Fund: $48.6 billion
67% within 2 weeks of
submitting application
33% by September 2009
18.2%:
Government
Services –
at discretion
of Governor
Public
Institutions
of Higher
Education
Public School
Districts: must
be spent by
9/30/2011
(Title I: 85% must
be spent by
9/30/10)
$ for general ed
expenses, mitigate tuition
increases, school
modernization
$ available until 9/30/11
Race to the
Top Fund:
$4.35
billion
application
in June?
Governor
Fall 08 and
Spring 09
Innovation
Fund :
$650 million
application
in June?
School
Districts or
partnerships
of nonprofits and
districts
Teacher
Incentive
Fund:
$200
million
States,
districts
50% to
districts
Note: this chart does not contain information on Impact Aid
construction ($100 million), education for homeless children ($70
million), and statewide data systems ($250 million)
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Spend Quickly to Save and
Create Jobs
Ensure Transparency and
Accountability
Thoughtfully Invest One-time
Funds
Advance Effective Reforms
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State Fiscal Stabilization Fund application
has been available since April 1.

Nine states approved:
◦ CA, IL, ME, MN, MS, OR, SD, UT, WI
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Approved states get 67% of their allocation.
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Phase 2 application in June.
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SEAs in all states have access to 50% of
ARRA Title I and IDEA funds.
◦ Remaining 50% will require submission of new
info.
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Education for Homeless Youth - $70 million
(100%)

Impact Aid - $40 million (100% of formula
monies; $60 million in competitive grants to
follow)
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Pell & Work Study - $17.3 billion (100%)
State Stabilization Fund - $16.1 billion (33%)
IDEA, Parts B & C - $6.1 billion (50%)
Title I - $5 billion (50%)
Title I School Improvement - $3 billion (100%)
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Enhancing Education through Technology –
$650 million (100%)
Vocational Rehabilitation - $270 million (50%)
*Statewide Data Systems - $250 million
(100%)
*Teacher Incentive Fund - $200 million (100%)
*Teacher Quality Enhancement - $100 million
(100%)
◦ * = competitive grants
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ARRA IMPACTS STATE
ACCOUNTABILITY POLICIES
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College- and career-ready
standards and high quality,
valid, and reliable assessments
for all students, including ELLs
and students with disabilities
Pre-K to higher education data
systems that meet the principles
in the America COMPETES Act
Teacher effectiveness and
equitable distribution of
effective teachers
Intensive support and effective
interventions for lowestperforming schools
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Assurances Affect Accountability
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College and career-ready standards
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High-Quality Assessments, including for ELL
and Students with Disabilities
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Statewide longitudinal data systems
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Effective interventions (NOT punishments!) for
turning around low-performing schools
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“Race to the Top”- $4.35 billion competitive grants to
States making most progress toward the assurances
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“Investing in What Works and Innovation” - $650
million for competitive grants to LEAs and non-profits
that have made significant gains in closing
achievement gaps to be models of best practices
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2010 grant awards will be made in two rounds - late
Fall 2009, Spring/Summer 2010
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Secretary Duncan Proposes
Metrics
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In a 4/1 letter to Governors, Sec. Duncan says
that states will be required to collect and
report on several data metrics.
In application for phase two stabilization
funds, states will provide plan for collecting
and reporting these data.
Metrics will be available for public comment in
the Federal Register soon.
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Teacher effectiveness and ensuring that all
schools have highly qualified teachers –
◦ the number and percent of teachers in the highestpoverty and lowest-poverty schools in the state who are
highly qualified;
◦ the number and percent of teachers and principals rated
at each performance level in each local educational
agency’s (LEA’s) teacher evaluation system; and
◦ the number and percent of LEA teacher and principal
evaluation systems that require evidence of student
achievement outcomes.
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Higher standards and rigorous assessments
that will improve both teaching and learning:
◦ the most recent state reading and mathematics NAEP
scores on 2009-10 State Report Cards;
◦ whether the state is taking steps to enhance the quality of
state academic assessments, including whether the state
is engaged in activities consistent with section 6112(a) of
the ESEA to
 (1) work in collaboration or consortia with other states or
organizations to improve the quality, validity, and reliability of
state academic assessments;
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 (2) measure student academic achievement using multiple
measures of academic achievement from multiple sources;
 (3) chart student progress over time; and
 (4) evaluate student academic achievement using
comprehensive instruments, such as performance and
technology-based assessments;
◦ whether the state has developed and implemented valid
and reliable assessments for students with disabilities
and the percent of students with disabilities tested on
state mathematics and English Language Arts (ELA)
assessments;
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whether the state has developed and implemented valid
and reliable assessment for English language learners and
the percent of English language learners tested on state
mathematics and ELA assessments; and
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the number and percentage of students by school who
graduate high school and go on to complete at least one
year’s worth of college credit (as applicable to a degree)
within two years.
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Intensive support, effective interventions, and
improved achievement in schools that need it the
most:
◦ the number of schools in restructuring status that have
demonstrated substantial gains in student achievement,
closed, or consolidated within last three years;
◦ of the schools in restructuring status, the number of
schools in the bottom five percent that have
demonstrated substantial gains in student achievement,
closed or consolidated within the last three years;
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◦ the number and percent of schools in restructuring status
that have made progress on state assessments in
mathematics and ELA in last year; and
◦ whether the state allows charter schools and whether
there is a cap restricting the number of such schools, the
number of charter schools currently operating in the
state, and the number of charter schools closed within
the last three years for academic purposes.
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Better information to educators and the
public, to address the individual needs of
students and improve teacher performance:
◦ progress towards implementing a statewide data system
which includes each of the 12 elements described in the
America COMPETES Act, to track progress of individual
students, from preschool through postsecondary
education, and match students to individual teachers;
and
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◦ whether all teachers in mathematics and ELA in tested
grades receive timely data on the performance of their
students and estimates of individual teacher impact on
student achievement, in a manner that informs instruction
and includes appropriate benchmarks.
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No federal or state targets or goals for metrics:
◦ “…while it is our expectation that states can and should
make progress on each of the proposed metrics above,
states are not required to demonstrate progress in order
to get phase two Stabilization funds. We are only asking
states to ensure that states have in place systems to
report on final metrics that are developed through
rulemaking so that parents, teachers, and policymakers
have clear and consistent information about where our
schools and students stand.”
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THAT’S NOT ALL!
TITLE I REGULATIONS
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Title I Regulations
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441-page Final Regulation released by
former Secretary Spellings on 10/28/08
◦ http://www.ed.gov/policy/elsec/reg/title1/telcon.html
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Covers three major areas:
◦ Graduation rates and AYP
◦ SES/School choice
◦ Assessments/growth models/accountability
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Duncan Maintains Regs
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April 1 Duncan letter to Chief State School
Officers:
http://www.ed.gov/policy/elsec/guid/secletter/090401.html
◦ “On the whole, these regulations support the
educational goals for which I will advocate as
Secretary: greater transparency, particularly for
parents; flexibility in return for accountability;
improved assessment and data systems to better
track the growth of students and improve instruction;
and increased focus on high school graduation. I have
decided to propose changes in a few of the
regulations, while leaving the majority of these
regulations in effect.”
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ARRA and ESEA
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Education Standards Likely to See Toughening
◦ http://www.nytimes.com/2009/04/15/education/15educ.h
tml?_r=2&ref=global-home
◦ “…the federal role in education policy, once a state
and local matter, is likely to grow.”
◦ “With these assurances and the Race to the Top
Fund, we are laying the foundation for where we want
to go with N.C.L.B. reauthorization,” Mr. Duncan said
in an interview. “This will help us to get states lining
up behind this agenda.”
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Duncan Starts ESEA Tour
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5/4/09: Education Secretary Launches National
Discussion on Education Reform
◦ "Listening and Learning Tour" Seeks Grassroots
Input on Improving America's Schools
◦ “…Duncan will travel to 15 or more states in the
coming months to solicit feedback from a broad
group of stakeholders around federal education
policy in anticipation of the reauthorization of the
Elementary and Secondary Education Act.”
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Duncan Starts ESEA Tour
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Duncan: “[We want to h]ave a national dialogue about
how to best deliver a complete and competitive
education to all children—from cradle through career.
We want to hear directly from people in the classroom
about how the federal government can support
educators, school districts and states to drive
education reform. Before crafting education law in
Washington, we want to hear from people across
America—parents, teachers and administrators—about
the everyday issues and challenges in our schools that
need our national attention and support."
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Duncan Starts ESEA Tour
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Tour started on Monday in West Virginia.
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Other states targeted for potential events
include Michigan, Vermont, California,
Montana, Wyoming, New Jersey, Tennessee,
North Carolina, Washington D.C., Ohio,
Indiana, Florida, Utah, and Alaska. Additional
states and events may be added during the
course of the tour.
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Obama Education Plan
1. Early
Education: A Strong Foundation for
Success
◦ Research demonstrates that the years before
kindergarten comprise the most critical time in a child’s
life to influence educational outcomes. It’s time that our
nation make the early investments that will transform
lives, create opportunity and save money in the long
term.
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Obama Education Plan
2.
K-12: Fostering a Race to the Top
◦ To excel in the global economy, we must adopt worldclass standards, assessments, and accountability
systems to upgrade the quality of teaching and learning
in America’s classrooms.
◦ Teachers are the single most important resource to a
child’s learning. America must re-invest in the teaching
profession by recruiting mid-career professional and
ensuring that teachers have the world’s best training and
preparation. We must take action to improve teaching in
classrooms that need it most, while demanding
accountability and performance.
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Obama Education Plan
3. Driving
Innovation and Expecting Excellence
◦ America’s schools must be incubators of innovation and
success. Where charter schools are successful, states
should be challenged to lift arbitrary caps and make use
of successful lessons to drive reform throughout other
schools.
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Obama Education Plan
◦ America’s competitiveness demands a focus on the
needs of our lowest-performing students and schools.
Our middle- and high- schools must identify students atrisk of dropping out, and we must scale-up models that
keep students on a path toward graduation. Reform in
America’s lowest-performing schools must be systemic
and transformational. For some, partnerships and
additional support can bring about change and drive
improvement. Others may need to move beyond the late
19th century and expand the school day.
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Obama Education Plan
4.
Restoring America’s Leadership in Higher
Education
◦ Our competitiveness abroad depends on opening the
doors of higher education for more of America’s students.
The U.S. ranks seventh in terms of the percentage of 1824 year olds enrolled in college, but only 15th in terms of
the number of certificates and degrees awarded. A lack
of financial resources should never obstruct the promise
of college opportunity. And it’s America’s shared
responsibility to ensure that more of our students not only
reach the doors of college, but also persist, succeed, and
obtain their degree.
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Opportunities and Challenges
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This conference is even more timely and
important than when we planned it.
ARRA assurances require all states to review
standards, assessments data systems, and
interventions in low-performing schools.
Money available to stimulate state and local
improvements.
Title I regs – new requirements.
Obama education plan.
Obama listening tour.
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