茄子视频

1. U.S. Department of Education provides feedback to Delaware, Nevada, and New Mexico

Federal education officials gave Delaware, Nevada, and New Mexico initial feedback on their聽 鈥� including a detailed list of information they need to provide to get their plans approved. Dale Chu, who is working with the Collaborative for Student Success and Bellwether Education Partners聽, said he was pleased with the level of detail from the education department. 鈥淭he messaging that the states had been hearing up to the submission point was there was no reason a plan would not have been approved,鈥� said Chu, who is the vice president for policy and operations at America Succeeds. But this early feedback 鈥渨asn鈥檛 as rubber-stampy as folks might have thought it would be,鈥� Chu added. He also thinks that states submitting ESSA plans for the September deadline will be 鈥渆rring more on the side of providing more clarity and completeness to their plans.鈥�

Based on Ed Week鈥檚听, here鈥檚 a sample of what the department asked for from the three states, which have 15 days to revise and resubmit their plans:

• Delaware: The department expressed concern that Delaware combines subgroups in some parts of its plan; doesn鈥檛 think the state set ambitious enough goals for student achievement or English language proficiency; disagrees with Delaware鈥檚 inclusion of science and social studies test results as 鈥渁cademic indicators鈥�; and told Delaware that every school must use the same measure of college- and career-readiness, as opposed to the 鈥渕enu of options鈥� that the state has proposed.
• Nevada: The department wants short-term goals for academic achievement; needs more information on how much weight Nevada is giving English language arts vs. math in a school鈥檚 overall score; wants more information on Nevada鈥檚 鈥渃losing opportunity gaps鈥� indicator; and asked for details on how schools can exit 鈥渃omprehensive improvement鈥� status.
• New Mexico: The department asked for more information on New Mexico鈥檚 rules for when 鈥渁 school no longer has to be considered low-performing鈥�; needs details on New Mexico鈥檚 plan to ensure that disadvantaged students aren鈥檛 taught by ineffective or inexperienced teachers; and requested a better explanation of how the state will give students the opportunity to be ready for advanced math in eighth grade.

We will be rolling out the findings of our聽 in the weeks ahead. to be the first to receive information on the release.

2. Recommendations on K-12 and higher education alignment

Higher Ed for Higher Standards a new brief detailing how states plan to align K-12 and higher education to support long-term student success. The brief focuses on alignment in four key areas: validating college-ready standards and aligned assessments, vertically aligning K-12 and higher education goals, holding schools accountable for college and career preparation, and supporting student transitions into postsecondary education.

States Leading on Alignment of K鈥�12 and Higher Education: a new Leveraging brief

鈥� CCSSO (@CCSSO)

• Williams argues that New Jersey deserves 鈥渦nique praise鈥� for setting English learners鈥� progress at 20 percent of a school鈥檚 ratings.
• He calls Louisiana 鈥渋nnovative鈥� for ensuring that all schools are held accountable for English learners鈥� progress 鈥� despite small numbers of ELs in many schools 鈥� by including progress toward English proficiency in academic achievement calculations.
• He also flags Illinois as noteworthy because it plans to 鈥渃ollect specific data on former-ELs鈥� academic performance鈥� once they reach proficiency.

.: Bright spots in how NJ, La, Ill using to better serve English learners.

鈥� The 74 (@The74)