what would devolving k-12 education to the states do
In Apr 1965, President Lyndon Johnson sat outside the Texas elementary school he attended equally child, and, seated next to 1 of his childhood teachers, signed into law the Elementary and Secondary Education Act (ESEA), ushering in a new era in the role of the federal regime in Thousand-12 education.
Through a series of provisions—especially Title I—ESEA set out to use federal didactics funding as a vehicle for equalizing admission to quality teaching and materials especially for students in schools in lower-income communities. At the time of its passage, Congress chosen for ESEA to be reauthorized every few years. With each reauthorization there came some incremental changes in the amount of federal oversight in Thousand-12 public schools, though the role remained fairly limited because of strong partisan disagreement nigh federal involvement in public schools (opposition highlighted in the cosmos of a chiffonier-level Education Department under President Jimmy Carter in 1979 and the gutting of that department's upkeep a few years later on by President Ronald Reagan). But, over the late 1980s and throughout the 1990s, a growing chorus of business leaders chosen for more than policy coordination in American public education rather than different standards and expectations past state, using the statement that the wide range of effectiveness among public schools was limiting the effectiveness of the country's workforce. With that chorus getting louder, one of the first pieces of legislation supported by President George West. Bush in 2001 was the reauthorization of ESEA. Passed June of that yr and signed in January 2002 the "No Child Left Behind Human action" (NCLB) vastly increased the part of the federal regime in K-12 public education by making country access to federal Title program dollars contingent upon:
- Setting specific measurable objectives for students in reading and math, including objectives for students with disabilities, students who authorize for free or reduced price meals, and students with limited English language proficiency
- All students reaching 100% proficiency in reading and math within 12 years (past the end of the 2013-xiv school year
- Establishing consequences for schools that failed to make "acceptable yearly progress" (AYP) for consecutive years
In the years that followed, NCLB had substantial impact on the day-to-day practices and focus of schools, both in means that were intended and others that were not. While many lauded the human action for focusing attention on the core skills of reading and math and also on the outcomes of students considered "educationally disadvantaged", many others—especially those who taught in schools—lamented the overemphasis on standardized tests and their outcomes, the neglecting of arts, science, history and physical education, and the bureaucratic requirements of the police force. After Congress failed to reauthorize ESEA on time, the U.S. Education Department granted many states waivers to the AYP provision of NCLB equally the 100% proficiency deadline loomed, and the advent of the Common Core Country Standards and the cosmos of the Race to the Top grant program were pointed to every bit further consolidation of federal control over education, enough bipartisan frustration led to passage of the "Every Student Succeeds Human action" (ESSA) in December 2015.
Nether ESSA, it appears as if the pendulum is swinging back towards giving states more command over K-12 teaching and reducing—only not eliminating—the role of the U.S. Instruction Section. States are at present in the process of making decisions nigh accountability goals, testing, and other areas.The Georgia Department of Education has several ways parents and teachers can learn more about the state'south ideas in these areas and offer feedback, including in-person feedback sessions like the ane happening in Fulton Canton the evening of September 14. I would strongly encourage yous to find some manner to learn more and offer your feedback. Every bit the history of ESEA from 1965 to today has shown, policies gear up at the national or state level can really shape the schoolhouse experience for students and for teachers in ways both practiced and maddening. If yous care well-nigh that, here's one take chances to make your opinion known earlier those policies are set.
Source: https://atlncs.org/underwood/weekly-updates/why-you-should-care-about-the-role-of-state-and-federal-government-in-k-12-education/
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