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Corrected Aug. 21

Six states have had their plans under the Every Student Succeeds Act approved by the U.S. Department of Education. The number of states with final approval was incorrect in an earlier听headline.

This update on the Every Student Succeeds Act and the education plans now being refined by state legislatures is produced in partnership with ESSA Essentials, a new series from the Collaborative for Student Success. It鈥檚 an offshoot of their听听newsletter, which you can听! (See our recent ESSA updates听from previous weeks right here.)

Originally, the department claimed Connecticut鈥檚 plan was vague and that putting all 鈥渉igh-need鈥� students in one group could obscure issues that need to be addressed for individual subgroups.

Connecticut鈥檚 plan was approved after state education officials clarified their planned process for boosting student achievement. It is 鈥渁 great achievement for our state,鈥� said Commissioner Dianna R. Wentzell. 鈥淲e didn鈥檛 have to change anything in the plan.鈥�

Wentzell also said Connecticut will keep working to identify individual subgroups on a more granular level while also continuing to look at them as an aggregate group.

Louisiana state officials responded to federal feedback by switching to science and social studies tests to measure quality and achievement. The state 鈥渉ad originally wanted to use a brand-new 鈥榠nterest and opportunity鈥� indicator that would look at whether students are getting access to things like arts and physical education classes,鈥� .

The plan also de-emphasizes standardized testing and funnels more federal funding to struggling rural schools.

As we , the Education Department also Nevada, New Jersey, and New Mexico鈥檚 ESSA plans. So far, six of the original 17 plans submitted in April have received federal approval 听鈥斕齛nd all have received feedback from the department.

Here are the week鈥檚 other top developments:

On Aug. 10, the Education Department feedback on Arizona, North Dakota, and Vermont鈥檚 ESSA plans. As reported by Education Week, Arizona 鈥渨ill need to change the way that science factors into its accountability system.鈥�听

Arizona: In an echo of the department鈥檚 feedback to other states such as Delaware, science 鈥渃an be included in the systems,鈥� but it can鈥檛 鈥渂e part of the 鈥榓cademic achievement鈥� portion of state plans.鈥� Arizona must also reconfigure the rate at which school test participation will factor in ratings.听

North Dakota: The state needs to 鈥渄o a better job of explaining how student progress on standardized tests 鈥� as opposed to straight-up achievement 鈥� will factor into school ratings.鈥� North Dakota also:

• Must 鈥渞econsider how much weight it鈥檚 giving to academic indicators 鈥� like test scores and graduation rates 鈥� as opposed to school quality factors, like school climate.鈥� Currently, the state favors non-academic over academic measures, which directly contradicts ESSA provisions requiring states to give academic factors greater weight.

• Fix its use of a single 鈥渞acial minority鈥� subgroup rather than breaking down groups into individual races and ethnicities as ESSA stipulates.

Vermont: The state has to 鈥渃larify how it will pinpoint schools where particular subgroups of students, such as English-language learners and students in special education, are struggling.鈥� Vermont also:

• Joins Arizona in needing to reconfigure the way it plans to deal with schools that have low standardized test participation rates.

• Planned to let individual districts make decisions regarding academic progress and classification as 鈥渓ow-performing鈥� for schools, but federal officials said there must be statewide standards.

• Must include proficiency rates, instead of 鈥渟cale scores,鈥� in its accountability system.

Colorado: Finally, four days later, the department feedback on the last of the 17 original ESSA plans 鈥� Colorado鈥檚. Federal officials directed their state counterparts to:

• Reconfigure 鈥渟tudent achievement goals and academic achievement indicators so that they are based on straight-up proficiency rates, not scale scores.鈥�

• Provide more information on 鈥渉ow graduation rates and English-language proficiency 鈥� two required elements of ESSA plans 鈥� will figure into school ratings.鈥�

• Ensure that the state鈥檚 鈥減roficiency rates include students whose parents decide to opt them out of standardized tests.鈥�

Trump Ed. Dept. Critiques ESSA Plans From Arizona, North Dakota, and Vermont

鈥� Politics K-12 (@PoliticsK12)

The public comment period for our draft state plan is open until Aug. 31! Send us your thoughts today:

鈥� Mn Dept. Education (@MnDeptEd)

The West Virginia Department of Education has 鈥渕aking out-of-school suspensions, other than those resulting from the highest level of student offenses, count against public schools鈥� attendance rates.鈥� West Virginia鈥檚 ESSA plan states that 鈥渢he measure of Behavior that will be included in the Statewide Accountability System is the percentage of students in each school that received zero out-of-school suspensions within a school year; an effort to incentivize LEAs [local education agencies] and schools to develop alternative approaches to discipline that keep students engaged in instruction.鈥� Commentary on the proposed change will be accepted until Aug. 30.

WV ed department proposing making out-of-school suspensions count against attendance rate 鈥� via

鈥� Gazette-Mail (@wvgazettemail)

The Idaho State Board of Education has unanimously the state鈥檚 draft ESSA plan, which proposes a new school accountability structure and updated measures to identify low-performing schools. The plan also 鈥渙utlines how state leaders and educators will implement nine federal programs, many of which affect students with disabilities or direct professional development training for teachers.鈥� Gov. Butch Otter will review the鈥攄ocument for 30 days before final submission to the U.S. Department of Education.

Gov. is beginning his 30-day review of Idaho’s plan ahead of the feds Sept. 18 deadline.

鈥� Idaho Education News (@idahoednews)

The Missouri Board of Education unanimously approved听the state鈥檚 . It now awaits a signature from Gov. Eric Greitens. The plan states that 鈥淢issouri will aim to have at least 82 percent of its public school students proficient in English and at least 74 percent of students proficient in math by 2026, as part of its federally mandated plan to improve the worst-performing public schools.鈥�

Chiefs for Change how ESSA 鈥減resents new opportunities for curriculum reform,鈥� which can be a 鈥減owerful and underused driver of school improvement.鈥� The report takes a look at work in Florida, Louisiana, Massachusetts, New York, and Washington, D.C., to 鈥渃reate the conditions for aligned standards and curricula or to directly develop and scale high-quality, standards-aligned curricular materials, and the results of their efforts.鈥�

The evidence is clear: *What* students learn matters. Six lessons for policymakers in improving curriculum:

鈥� Chiefs for Change (@chiefsforchange)

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