Washington View: The opportunities and challenges of ESSA's evidence-based requirements. (October 2019)

• Record Type: Journal Article
• Authors: Ferguson, Maria
• Is Part Of: Phi Delta Kappan. Volume 101:Number 2(2019)
• Page Start: 60
• Page End: 61
• Publication Date: 2019-10
• Subjects: ESSA -- Every Student Succeeds Act -- education policy -- evidence-based; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/0031721719879159
• Languages: English
• ISSNs: 0031-7217

Abstract

Instead of having to comply with rigid requirements of the No Child Left Behind era, states and districts now have greater latitude to decide for themselves which evidence-based programs are best suited to address their students' needs. However, as Maria Ferguson explains, evidence-based school improvement is not as easy as it sounds. Not all states have the capacity or expertise to assist districts in determining which programs are most suitable. When the Every Student Succeeds Act (ESSA) is up for reauthorization in two years, policy makers will need to consider whether states and districts have what they need to follow its mandates .