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ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®

Policy and Advocacy

Elementary and Secondary Education Act

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Key Information:

  • The Elementary and Secondary Education Act (ESEA) was last reauthorized as the No Child Left Behind Act in 2002 as Public Law 107-110.
  • It was originally scheduled for reauthorization in 2007, but has been delayed numerous times (the program continues under the prior law with congressional funding).
  • The latest updates can be found on the ESEA section of the CTE Policy Watch blog.

Reauthorization:
ACTE Positions & Statements Other Groups' Positions

Background:

The Elementary and Secondary Education Act was originally passed 1965. Recent reauthorizations include the Education Consolidation and Improvement Act of 1981 and Improving America’s Schools Act of 1994. No Child Left Behind, the current reauthorization, passed in 2002. This Act, which funds primary and secondary education, made significant changes in education policy to close the achievement gap with accountability, flexibility, and choice, so that “no child is left behind.” Key components of the law include increased accountability for states, school districts, and schools; teacher quality provisions; greater choice for parents and students, particularly those attending low-performing schools; more flexibility for states and local educational agencies in the use of federal education dollars; and a stronger emphasis on what has been proven to work through scientifically based research. The titles of the Act include:

Title I—Improving the Academic Achievement of the Disadvantaged
Title II—Preparing, Training and Recruiting High Quality Teachers and Principals
Title III—Language Instruction of Limited English Proficient and Immigrant Students
Title IV—21st Century Schools
Title V—Promoting Informed Parental Choice and Innovative Programs
Title VI—Flexibility and Accountability
Title VII—Indian, Native Hawaiian and Alaska Native Education
Title VIII—Impact Aid Program
Title IX—General Provisions

The Elementary and Secondary Education Act is also tied in closely with Perkins. Specifically, under Perkins, the success of CTE programs is determined by several pieces of the No Child Left Behind adequate yearly progress system. Specific indicators include student attainment of challenging academic content standards and student academic achievement standards, and student graduation rates.

In the years since the Elementary and Secondary Education Act came due for reauthorization, congressional gridlock has prevented Congress from updating the antiquated law. In order to avoid states and schools from falling victim to the unachievable ideals of AYP, the Obama Administration bypassed Congress to relieve states from current ESEA accountability standards. In September 2011, the Department of Education invited states to apply for a waiver of flexibility from certain provisions in ESEA, including AYP. In exchange, states had to submit a rigorous and comprehensive state-developed plan to improve education outcomes for all students, close achievement gaps, increase equity and improve the quality of instruction. Since that time, almost all states have been involved in the waiver process, and each is operating under different plans and parameters.

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Techniques Advert Events Partners Countdown   Legislative Update—Jan. 14, 2013 - Fiscal Cliff Averted … For Now - 2013 ACTE National Policy Seminar - Secretary Hilda Solis Announces Departure From Department of Labor - 113th Congress Begins and Committee Assignments Finalized  One of ACTE's most effective advocacy tools is you! Becoming an advocate is one of the most important actions you can take to secure the future of CTE. ACTE has developed a wide variety of tools to assist you in your advocacy activities, keep you informed and promote ongoing support for CTE. The tools here provide step-by-step directions and examples that will help you reach out to policymakers at the local, state and federal levels, as well as your community and the media. From your Members of Congress to your local mayor, these individuals all make decisions that directly or indirectly impact CTE. With your help, we can ensure the strength and future of CTE! Working With Policymakers  Congressional August Recess Packet    Building Relationships With Policymakers    Visiting Policymakers    Corresponding With Policymakers    Hosting Site Visits for Policymakers    Testifying Before Policymakers    Sign up for the Washington Contacts Network    Join a Policy Task Force    ACTE Legislative Positions & Information  FY 2013 Joint Perkins Funding Request  "Funding CTE Works" Update Page  Elementary and Secondary Education Act Reauthorization Priorities  Workforce Investment Act Reauthorization Priorities  CTE Policy Watch Blog   Advocacy Resources   Fact Sheets    Participant Media "Pressure Cooker" Activities    Advocacy Models    External Links    Congressional and Media Directory Info    Advocacy Tips (from the CTE Policy Watch Blog)    Using Social Media for Advocacy   Saving CTE is as simple as receiving a text! Sign up to receive text alerts when urgent action on CTE issues is needed by clicking here or texting CTEALERT to 88202. You will only be contacted when it is vital that you act. Working With the Media  Targeting the Media    Appropriations Media Campaign    Ambassadors Network  Building Community Support 

Elementary and Secondary Education Act

The Elementary and Secondary Education Act was originally passed 1965. Recent reauthorizations include the Education Consolidation and Improvement Act of 1981 and Improving America’s Schools Act of 1994. No Child Left Behind, the current reauthorization, passed in 2002. This Act, which funds primary and secondary education, made significant changes in education policy to close the achievement gap with accountability, flexibility, and choice, so that “no child is left behind.” Key components of the law include increased accountability for states, school districts, and schools; teacher quality provisions; greater choice for parents and students, particularly those attending low-performing schools; more flexibility for states and local educational agencies in the use of federal education dollars; and a stronger emphasis on what has been proven to work through scientifically based research.

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