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The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation's schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation's national education law and longstanding commitment to equal opportunity for all students.

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The Every Student Succeeds Act (ESSA) is the 2015 reauthorization of the 1965 Elementary and Secondary Education Act, aimed at ensuring equal access to high-quality education for all students in the United States. ESSA outlines federal policy in assessment and accountability, educational standards, teacher quality, program innovation, and other areas.

ESSA includes a number of new requirements for the education of English Learners (ELs), including standardized criteria for identifying EL students and inclusion of English proficiency as a measurement of school quality. Unlike its predecessor, the No Child Left Behind Act, ESSA pushes back to the states critical decisions such as how quickly schools must improve and how states can intervene with struggling districts. Shifting such decision-making to state governments-along with provisions within ESSA requiring stakeholder engagement-opens the door to wide variation in how states judge whether ELs are making satisfactory progress, at the same time that it creates new opportunities for community input into how important decisions related to ELs are made. The National Center on Immigrant Integration Policy is working with the National Partnership to Improve PreK-12 Success for Immigrant Children and Youth (for more click here), and the resources on this page can help inform discussions about ways to improve the quality of education provided to EL children and youth.

Resources & Links

These fact sheets provide a sketch of key characteristics of the foreign-born and English Learner (EL) populations in select states. The fact sheets look at the demographics of these states, discuss EL student outcomes as measured by standardized tests, and conclude with an overview of state accountability mechanisms that affect ELs under relevant provisions of the Every Student Succeeds Act and predecessor No Child Left Behind Act.

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NCIIP: English Learners and the Every Student Succeeds Act (ESSA)

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The National Partnership to Improve PreK-12 Success for Immigrant Children and Youth The National Center on Immigrant Integration Policy is providing technical assistance to immigrant policy organizations working to improve the quality of education provided to EL children and youth in their state, focusing initially on the development and implementation of state ESSA plans.

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*This post has been updated.
On Wednesday, the House overwhelmingly passed the Every Student Succeeds Act, a bill that will reauthorize the Elementary and Secondary Education Act (ESEA), our nation's primary federal PreK-12 education law. As part of a team of Educators 4 Excellence teachers who spelled out priorities for a rewrite of the law in a memo earlier this fall and shared them with our Congressional leaders, I'm pleased to see that many parts of this bill have the potential to positively impact classrooms.

As the Senate prepares to vote on the bill as early as next week, here are nine reasons this bill is good for both teachers and students:

1. The bill avoids the provision for Title I portability. It does allow for some pilot sites, but does not allow any school to receive less funding. This means that schools with high poverty levels will continue to receive funds they need to level the playing field: a win for both teachers and students.

2. Reading and math testing is maintained annually for grades 3-8, and once for high school. States may create an opt out policy, but they must have a 95% overall participation rate so that both achievement gaps and beating the odds schools will be exposed.

3. The Act allows the Secretary to set up an innovative assessment pilot under which states could apply to develop "Innovative assessment systems," which can include competency-based, performance-based, and other types of assessments that allow students to demonstrate mastery or proficiency. This will help teachers be able to assess students in more than one way.

4. The bill requires states to identify and take action in the bottom 5 percent of schools, and schools where less than two-thirds of kids graduate; requiring states to identify and take action in schools that aren't closing the achievement gap between poor and minority students and their peers. This is a clear win for students who are traditional underserved.

5. Funds can be used to support peer-led, evidence-based professional development. Title II permits funds to be used for effective teachers to develop and lead evidence-based professional development for their peers, promoting teacher leadership.

6. Teacher career pathways are supported through this bill. Title II allows for the development of career opportunities and advancement initiatives that promote professional growth and emphasize multiple career paths, such as instructional coaching and mentoring. This includes hybrid roles that allow instructional coaching and mentoring while remaining in the classroom. A clear win for teacher leaders!

7. The bill contains measures for teacher recruitment and retention. Title II permits strategies that provide differential pay, or other incentives, to recruit and retain teachers in high-need academic subjects and teachers, principals, or other school leaders, in low-income schools and school districts, which may include performance-based pay systems.

8. The bill requires aligned standards, which is a win-win for college- and career-bound students alike. States are required to adopt challenging statewide academic content standards and statewide academic achievement standards that apply to all public schools. These standards must be aligned with entrance requirements for credit-bearing coursework in the public higher education system in the state, as well as with relevant career and technical education standards.

9. Schools must report other important indicators of educational equity in addition to academic achievement data, including attendance, behavior, AP enrollment, and pre-K enrollment.

Overall, the most exciting reason why teachers should support the ESSA is because it reflects teacher recommendations from across the U.S.!

Learn more here about what fellow teachers and I have called for in the ESEA reauthorization bill.
Freeda Prillis is a first grade teacher at the Agassiz School for the Fine and Performing Arts in Chicago, Illinois, a 2015 Hope Street Group National Teacher Fellow, a Nationally Board Certified Teacher and an Educators 4 Excellence-Chicago member.

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Top 9 reasons why the Every Student Succeeds Act is good for both teachers and students

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This post has been updated. On Wednesday, the House overwhelmingly passed the Every Student Succeeds Act, a bill that will reauthorize the Elementary and Secondary Education Act (ESEA), our nation's primary federal PreK-12 education law.

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The Every Student Succeeds Act (ESSA) and English Language Learners (ELLs)

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NCLB is being replaced by ESSA as the latest reauthorization of the Elementary and Secondary Education Act. Dr. Wayne E. Wright, Purdue University professor and author of Foundations for Teaching English Language Learners (2015, Caslon Publishing), addresses how this the new federal education policy is different, and discusses the implications for English Language Learners.

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ESSA Explained: Inside the New Federal K-12 Law

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"Students learning English as a second language must develop the ability to comprehend and produce the sounds of English. That is, they must develop control over English phonology."

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"Teachers with good understanding of phonology as part of their pedagogical language knowledge are in a good position to evaluate methods of teaching a second language and methods of teaching reading."

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NCLB for ELs & Every Student Succeeds Act (ESSA) for ELs

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How do we as teachers correct students' mispronunciation, should we correct them? 

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How do we as teachers correct students' mispronunciation, should we correct them? 

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If their mispronunciation effects communication than yes. But, do not do so excessively. By constantly correcting the student, there could be negative effects- related to affective filter theory.