Reassessing ESSA Implementation: An Equity Analysis of School Accountability Systems.

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Bibliographic Details
Title:	Reassessing ESSA Implementation: An Equity Analysis of School Accountability Systems.
Authors:	Gottlieb, Derek¹
Source:	Education Review (10945296). 2025, Vol. 32, p1-10. 10p.
Subject Terms:	Educational accountability, Educational equalization, *Education policy, No Child Left Behind Act of 2001
Abstract:	EdTrust recently published a report using an "equity analysis" to critique states' accountability plans, recommending several steps states might take to improve their systems. Despite the language of "equity" and attention to "asset-based" framings of educational data, the vision of what high-quality accountability structures would look like and would do simply recycles the naïve hopes that fueled the original push for NCLB. It calls for publicizing information that we have seen to be incomplete or gamed. It also calls for surgically targeting resources that we have seen to be chronically inadequate. These approaches did not achieve systemic equity or excellence when packaged as No Child Left Behind and similar policies. But this report, which relies heavily on indicators and tools that EdTrust has developed or compiled itself, does not see the historical record of failure as a reason to abandon the approach. In critiquing state ESSA plans, it offers nothing more original than the very same strategy that gave rise to ESSA in the first place. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	EdTrust recently published a report using an "equity analysis" to critique states' accountability plans, recommending several steps states might take to improve their systems. Despite the language of "equity" and attention to "asset-based" framings of educational data, the vision of what high-quality accountability structures would look like and would do simply recycles the naïve hopes that fueled the original push for NCLB. It calls for publicizing information that we have seen to be incomplete or gamed. It also calls for surgically targeting resources that we have seen to be chronically inadequate. These approaches did not achieve systemic equity or excellence when packaged as No Child Left Behind and similar policies. But this report, which relies heavily on indicators and tools that EdTrust has developed or compiled itself, does not see the historical record of failure as a reason to abandon the approach. In critiquing state ESSA plans, it offers nothing more original than the very same strategy that gave rise to ESSA in the first place. [ABSTRACT FROM AUTHOR]
ISSN:	10945296