ERIC Number: ED577041
Record Type: Non-Journal
Publication Date: 2016-Oct
Pages: 44
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Advancing Equity through ESSA: Strategies for State Leaders
Wiener, Ross; Goldstein, Marisa; Gonzales, Danielle
Aspen Institute
With the implementation of the Every Student Succeeds Act (ESSA), states have a new opportunity to lead on educational equity. Public education is fundamentally a state responsibility that is explicitly addressed by each state's constitution, and states provide the largest share of funding for public schools, which positions states to ensure equity in education remains a priority--and becomes a reality. To help states use ESSA to close opportunity and achievement gaps, this document identifies eight equity priorities--closing funding gaps, improving low-performing schools, increasing access to effective teachers and leaders, supporting English learners, increasing access to advanced coursework, addressing disproportionate discipline practices, addressing students' social-emotional learning needs, and improving access to high-quality instructional materials--and illustrates how states can use ESSA to improve equity in opportunities and outcomes.
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Equal Education, Educational Equity (Finance), School Effectiveness, Educational Improvement, Teacher Effectiveness, Administrator Effectiveness, English Language Learners, Access to Education, Advanced Courses, Discipline, Disproportionate Representation, Social Development, Emotional Development, Student Needs, Educational Quality, Instructional Materials, Public Education
Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council of Chief State School Officers (CCSSO); Aspen Institute, Education & Society Program
Grant or Contract Numbers: N/A
Author Affiliations: N/A