The Elementary and Secondary Education Act (ESEA), first enacted in 1965, provides targeted funds for low-income students in grades K-12. Over time, the law has evolved to include funding for specific K-12 programs. Its current iteration, the No Child Left Behind Act, was enacted in 2002. The law includes accountability measures that require states to test students in specific grades in math and reading and to disaggregate scores by student subgroup to show progress toward meeting an eventual goal of 100 percent proficiency by the 2013-14 school year.
ESEA has been slated for reauthorization since 2007. When President Obama took office in 2009, there was hope that the law would be reauthorized, and the administration released the “ESEA Reauthorization: A Blueprint for Reform” in March, 2010. With this movement in the administration, full legislation passing the Senate Health, Education, Labor, and Pensions (HELP) Committee, and two bills related to specific K-12 education passing the House Education and Workforce Committee, AERA enlisted the expertise of its members in to develop a sound research base to shape policy on key issues in the reauthorization.
AERA and the National Academy of Education (NAEd) held a Hill briefing, “Getting Teacher Evaluation Right: A Challenge for Policy Makers,” September 14, 2011 that profiled research on value added modeling (VAM) and its use in teacher evaluations. Speakers included Edward Haertel (Stanford), Jesse Rothstein (University of California - Berkeley), Audrey Amrein-Beardsley (Arizona State University), and Linda Darling-Hammond (Stanford). Information from that briefing, including the presentation, video, and a background policy paper are availablehere.
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