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This update on the Every Student Succeeds Act and the education plans now being implemented by states and school districts is produced in partnership with ESSA Essentials, an ongoing series from the Collaborative for Student Success. It鈥檚 an offshoot of their聽聽newsletter, which you can聽! (See our recent ESSA updates聽from previous weeks right here.)

In a letter to U.S. Education Secretary Betsy DeVos, are urging the Department of Education to expand analysis of federal K-12 education spending to 鈥渋nclude dual and concurrent enrollment programs and early college high schools.鈥� The group of lawmakers urges Secretary DeVos and her agency to 鈥渓ook at utilization, outcomes and best practices of college in high school programs鈥� and to 鈥渆xamine how school districts are using federal funding opportunities created by the Every Student Succeeds Act to support increasing student access to high-quality programs that promote academic success.鈥�

鈥淓SSA recognizes the important roles that these college in high school programs can play in preparing students 鈥� particularly those from low-income and underrepresented backgrounds 鈥� for success in college and career,鈥� the senators write. 鈥淭hrough these programs, high school students gain exposure to the academic challenges of college, earning transcripted, transferable college credit often at reduced or no tuition cost.鈥�

The bipartisan group of senators say they 鈥渆ncourage the Department to examine how states and districts are leveraging and coordinating federal resources across funding streams for which dual enrollment, concurrent enrollment, and early college high school are allowable uses to support a comprehensive network of high-quality programs.鈥� They add: 鈥淣amely, ESSA established a series of reporting requirements, state and local plan components, and allowable uses of funds all aimed at encouraging states and local education agencies to prioritize dual and concurrent enrollment as a key strategy for successfully preparing students for college and the workforce.鈥� .

Here are the week鈥檚 other top headlines for how states are implementing the Every Student Succeeds Act:

As school spending data sparks debate in some states, a renewed focus on helping all families access 鈥� and understand 鈥� the information

A key goal of ESSA is to 鈥渟park a richer dialogue between parents, administrators and school board members.鈥� Now, as states release school spending data, in communities across the nation about the 鈥渁ccessibility and accuracy of the data, states’ limited publicity about the data’s release, and whether states will meet a looming deadline to have the data published before the end of this school year.鈥�

In three states 鈥� Kansas, Alabama聽 and Wisconsin 鈥� the release of such data has sparked debate about the use of funds, high per-student spending, and funding inequities between suburban and rural districts, respectively. To date, 26 states have published school spending data.

Why Ohio and other states need more federal funding for public schools

In for the Daily Jeff, Amy Kissinger talks about the need to increase federal funding for public schools in Ohio and across the nation. As part of the National School Board Association, Kissinger recently met with elected leaders in Washington, D.C., 鈥渢o advocate for the more than 50 million students who attend public schools in America.鈥�

https://twitter.com/Ed4HS/status/1227653565990264832

The group鈥檚 visit comes on the heels of a 鈥�$450 million increase for Every Student Succeeds Act (ESSA) Title I, which supports schools with large numbers of low-income families.鈥� However, Kissinger notes that the federal dollars do not fully fund ESSA Title I services and vital education grants programs, and calls on legislators to continue to increase funding for 鈥渋mportant programs that help our students succeed.鈥�

Senator Alexander鈥檚 middle-of-the-road approach to impeachment 鈥� and ESSA

A recent聽 drew parallels between Senator Lamar Alexander鈥檚 鈥渉andling of the impeachment inquiry and his recent approach to education policy,鈥� including as a key architect of ESSA.

During the former, the senator struck a middle ground 鈥� arguing that although the president鈥檚 actions were inappropriate, they did not warrant removal. This is similar to the approach the senator took while working to pass ESSA, particularly regarding 鈥渉ow to balance competing views about the standardized exams mandated by鈥� ESSA鈥檚 predecessor. Ultimately, Alexander supported preserving these tests under ESSA 鈥渂ut otherwise restricting the federal government’s powers over鈥� how those tests could be used.

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