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Highly Qualified Teacher (HQT) requirements from NCLB are eliminated. There are no mandated teacher evaluation requirements; however, states and districts may use Title II funds to design and implement teacher and principal evaluation systems.

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LOCAL EDUCATIONAL AGENCY DISCRETION.—IN GENERAL.—Notwithstanding subsection (a, a local
educational agency may—designate as eligible any school attendance area or
school in which at least 35 percent of the children are from
low-income families;  use funds received under this part in a school that
is not in an eligible school attendance area, if the percentage
of children from low-income families enrolled in the
school is equal to or greater than the percentage of such
children in a participating school attendance area of such
agency; designate and serve a school attendance area or
school that is not eligible under this section, but that was
eligible and that was served in the preceding fiscal year,
but only for 1 additional fiscal year; and 

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LOCAL EDUCATIONAL AGENCY DISCRETION.—IN GENERAL.—Notwithstanding subsection (a, a local
educational agency may—designate as eligible any school attendance area or
school in which at least 35 percent of the children are from
low-income families;  use funds received under this part in a school that
is not in an eligible school attendance area, if the percentage
of children from low-income families enrolled in the
school is equal to or greater than the percentage of such
children in a participating school attendance area of such
agency; designate and serve a school attendance area or
school that is not eligible under this section, but that was
eligible and that was served in the preceding fiscal year,
but only for 1 additional fiscal year; and 

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A Preschool Development grant program is authorized at $250 million annually. The newly authorized program will be jointly administered by the departments of Health & Human Services and Education to help states align and coordinate early learning programs.

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SEA and its LEAs, as
appropriate, must include public charter schools in the State’s system of
differentiated accountability, recognition, and support.  Accordingly, the
SEA must apply its annual measurable objectives (AMOs) to public charter school
LEAs and schools.  

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SEA and its LEAs, as
appropriate, must include public charter schools in the State’s system of
differentiated accountability, recognition, and support.  Accordingly, the
SEA must apply its annual measurable objectives (AMOs) to public charter school
LEAs and schools.  

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Charter schools must
develop and implement teacher and principal evaluation and support systems that
meet all of the elements of Principle 3 in the document titled ESEA Flexibility.  To
meet this requirement, a charter school may develop and implement a teacher and
principal evaluation and support system that is consistent with the guidelines
developed and adopted by the SEA

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Charter schools must
develop and implement teacher and principal evaluation and support systems that
meet all of the elements of Principle 3 in the document titled ESEA Flexibility.  To
meet this requirement, a charter school may develop and implement a teacher and
principal evaluation and support system that is consistent with the guidelines
developed and adopted by the SEA

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ESSA Explained: Inside the New Federal K-12 Law

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English language learners can have up to three years to take the language arts assessments in their native language before taking such tests in English. States can appropriately delay inclusion of English learners’ test scores in accountability systems while they are first learning English, and can include former English learners for four years as part of English learner subgroup.

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When an
SEA develops high-quality assessments aligned with its college- and
career-ready standards, the SEA must administer those assessments to students
in public charter schools as well as other public schools

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When an
SEA develops high-quality assessments aligned with its college- and
career-ready standards, the SEA must administer those assessments to students
in public charter schools as well as other public schools

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The ESEA, as amended by the ESSA, continues to require that report cards be concise, presented in an understandable and uniform format, and, to the extent practicable, in a language that parents can understand, but now also requires that they be developed in consultation with parents and that they be widely accessible to the public.

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In addition to modifying the ESEA requirements for State accountability systems, the ESSA also modified and expanded upon the ESEA requirements for State and LEA report cards.