Dear Colleague Letter on ESEA Public Reporting Requirements. [OESE-2024-07]
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| Title: | Dear Colleague Letter on ESEA Public Reporting Requirements. [OESE-2024-07] |
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| Language: | English |
| Authors: | Adam Schott, Office of Elementary and Secondary Education (OESE) (ED) |
| Source: | Office of Elementary and Secondary Education, US Department of Education. 2024. |
| Availability: | Office of Elementary and Secondary Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 202-401-0113; Fax: 202-205-0310; Web site: http://www2.ed.gov/about/offices/list/oese/index.html |
| Peer Reviewed: | N |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Document Type: | Reports - Descriptive Guides - Non-Classroom |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Federal Legislation, Educational Legislation, Program Evaluation, State Departments of Education, Disadvantaged Schools, Program Implementation, School Districts, Public Schools, Truancy, Military Personnel, Data Use, Information Utilization, Information Dissemination |
| Laws, Policies and Program Identifiers: | Elementary and Secondary Education Act Title I |
| Abstract: | State and local report cards help ensure local educational agencies (LEAs), parents, families, educators, and communities have critical data and a common framework for gauging educational progress and success. Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA) requires States to annually share this important information. Last year, the U.S. Department of Education (Department) conducted targeted monitoring of the ESEA's public reporting requirements--specifically, the requirements for States to: (1) prepare and widely share report cards that provide information on State, LEA, and school performance and progress in an understandable, uniform format; and (2) publicly report the State's progress in ensuring that low-income and minority children in Title I schools are not served at disproportionate rates by ineffective, out-of-field, and inexperienced teachers. This letter shares what the Department learned from this effort and offers recommendations for State leaders working to strengthen their implementation of ESEA requirements. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED663826 |
| Database: | ERIC |
| Abstract: | State and local report cards help ensure local educational agencies (LEAs), parents, families, educators, and communities have critical data and a common framework for gauging educational progress and success. Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA) requires States to annually share this important information. Last year, the U.S. Department of Education (Department) conducted targeted monitoring of the ESEA's public reporting requirements--specifically, the requirements for States to: (1) prepare and widely share report cards that provide information on State, LEA, and school performance and progress in an understandable, uniform format; and (2) publicly report the State's progress in ensuring that low-income and minority children in Title I schools are not served at disproportionate rates by ineffective, out-of-field, and inexperienced teachers. This letter shares what the Department learned from this effort and offers recommendations for State leaders working to strengthen their implementation of ESEA requirements. |
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