The Department of Education announces their intention to establish a negotiated rulemaking committee prior to publishing proposed regulations to implement part A of title I, Improving Basic Programs Operated by Local Educational Agencies, of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The negotiating committee will include representatives of constituencies that are significantly affected by the topics proposed for negotiations, including Federal, State, and local education administrators, tribal leadership, parents and students, including historically underrepresented students, teachers, principals, other school leaders (including charter school leaders), paraprofessionals, members of State and local boards of education, the civil rights community, including representatives of students with disabilities, English learners, and other historically under-served students, and the business community.

DATES: Must be received on or before February 25, 2016

Submit your nominations for negotiators to:
James Butler, U.S.
Department of Education, 400 Maryland
Avenue SW., Room 3W246,
Washington, DC 20202

Telephone (202) 260–9737
or by email:OESE.ESSA.nominations@ed.gov.

For more information, click here.

An excerpt:

Hear that collective whoop from the Capitol? That’s the sound of education advocates and lawmakers cheering at the finish line as the first rewrite of the Elementary and Secondary Education Act in more than a dozen years sails through Congress and on to the White House. 

The U.S. Senate on Wednesday approved the rewrite of the withering No Child Left Behind Act—the current version of the ESEA—by a huge bipartisan margin, 85 to 12, mirroring the vote of 359 to 64 in the U.S. House of Representatives just days earlier. President Barack Obama is expected to sign the bill tomorrow.

But even as educators and policymakers toast the passage of the Every Student Succeeds Act, the next set of battles—over how the measure will be regulated in Washington and implemented in states—may just be getting started. 

The bill, sponsored by Sens. Lamar Alexander, R-Tenn., and Patty Murray, D-Wash., and Reps. John Kline, R-Minn., and Bobby Scott, D-Va., would roll back the federal footprint in K-12 education for the first time in nearly a quarter century, putting states in the driver’s seat when it comes to accountability, teacher evaluation, school turnarounds, and more.

At the same time, it seeks to maintain what Murray and Scott call important “guardrails” to fix flailing schools and help close the achievement gap between traditionally overlooked groups of students—those in poverty, racial minorities, students in special education, and English-language learners—and their peers. (Everything you ever wanted to know about the bill here.) 

Additional articles are here and here.

UPDATED

Christmas seems to have come early this year for education advocates. After weeks of long and hard negotiations, House and Senate lawmakers have reached preliminary agreement on a bill for the long-stalled re-authorization of the No Child Left Behind Act, multiple sources say.

The agreement will set the stage for an official conference committee, which would likely kick off next week. The legislation could be on the floor of the House and Senate by the end of this month, or early next, sources say. (Nothing set in stone on timing just yet.) 

So far, the word isn’t official. Neither the House nor the Senate education committee has confirmed.

No hard-and-fast details available yet, although those are likely to trickle out in coming days. But if I were a betting woman, I’d put money down that there will be some language asking states to intervene in the bottom five percent of their schools, and schools with high drop-out rates.

No provision for so-called Title I “portability,” smart money says. (School choice fans might have something to cheer about anyway). And many smaller programs may have been rolled into a big giant block grant, according to folks familiar with earlier drafts of the proposal.

Sources familiar with previous versions of the agreement also say the odds are good that a new program for early childhood education made it into the compromise.

Some of the biggest sticking points towards the end of negotiations were said to be secretarial authority, authorizations, and accountability. So where did things end up?

We’ll find out soon enough for sure.

But the accountability provisions in earlier drafts were said to be pretty complicated, which makes sense, given the nature of bipartisan compromise.

“Based on what I’ve seen, for the next Secretary, interpreting the new law will be like looking at a Rorschach with one eye closed and with both hands tied behind their back,” said Charlie Barone, the policy director at Democrats for Education Reform, who served as an aide to Rep. George Miller of California, the top Democrat on the House education committee, when NCLB was written.

But that complexity could actually be a boon to state and local control, especially since the compromise includes nearly all of the restrictions on the Secretary’s authority that were in the House and Senate versions.

“The complexity helps,” said a GOP aide. The agreement “leaves a lot of this to states to figure out and the secretary’s ability to interfere with those state decisions is astonishingly limited.”

UPDATE [Nov. 13, 10:20 am] Overall, everyone walked out of negotiations with his or her biggest priority intact, the aide said. “Everybody has a lot to be happy about,” said a GOP aide who participated in the negotiations.

  • Sen. Patty Murray, D-Wash., got her early childhood education program, which the Obama administration also really wanted, plus some additional accountability, including on subgroups.
  • Rep. John Kline, R-Minn., the chairman of the House education committee, got many programs placed into a block grant.
  • Sen. Lamar Alexander, R-Tenn., the chairman of the Senate committee, got limitations on secretarial authority. That includes new limits on teacher evaluations, turnarounds, tests, you name it.
  • And Rep. Bobby Scott, D-Va., got some beefed-up subgroup language, which Murray also fought very hard for. The administration also wanted to see some subgroup accountability.

So what’s in the bill?  To read the entire article, click here.

Excellent update from NIEA, below.

Native Education Advocates See Major Wins in ESEA Reauthorization Bills  

It has been a busy week for Native education advocates on the Hill! As Congress debated and negotiated the reauthorization of the largest civil rights education bill, the Elementary and Secondary School Act (ESEA), NIEA and it’s members advocated on behalf of the over 350,000 Native public school students to ensure that they are provided with a high-quality academic and culturally relevant education to achieve college and career success. We would like to thank our Native education partners for their continued support and for their efforts in helping ensure Native students succeed.

Student Success Act (HR5) Passed in the House

Student Success Act (SSA) passed through the House on July 8th with a recorded vote of 218 to 213. Twenty-seven Republican congressmen crossed party lines to join House Democrats in voting against HR5 Wednesday night. The SSA is a conservative version of the ESEA rewrite and was introduced by Rep. John Kline (R-MN). This bill favors state and local accountability over federal oversight by eliminating the current national accountability system. This measure would allow states to set their own academic standards and would prohibit federal statutes that mandate, incentivize, or coerce states to adopt Common Core State Standards.

The White House has indicated that it plans to veto the SSA in its current form because, as stated by Secretary of Education, Arne Duncan, “instead of supporting the schools and educators that need it most, the bill shifts resources away from them.”

Native education advocates did see an important amendment added to the SSA under Title V entitled “The Federal Government’s Trust Responsibility to American Indian, Alaska Native, and Native Hawaiian Education.” The independent title was inserted thanks to strong bipartisan support, which was led by Rep. Don Young (R-AK). The amendment allows local educational agencies and tribes to be eligible for grants which improve education for Native students.

Every Child Achieves Act (S1177) is Being Debated in the Senate

Debate on the Every Child Achieves Act (ECAA) of 2015 began Tuesday, July 7th. In her opening remarks, Senator Patty Murray (D-WA), Ranking Member of the Health, Education, Labor, and Pensions Committee stated, “Today marks the first day of debate on our bipartisan bill to strengthen our education system by reauthorizing the nation’s K-12 education law, the ESEA. This work is a chance to recommit ourselves to the promise of a quality education for every child. And it is an opportunity to finally fix the current law, No Child Left Behind (NCLB).”

The Native-specific provisions in the bill mark a huge victory for American Indian, Alaska Native, and Native Hawaiian education, reflecting years of hard work by tribes and Native education advocates. Some highlights include: Consultation, where states and local educational agencies must engage in meaningful consultation with tribes in the development of state plans for Title I grants, STEP Authorization, where grants are permanently authorized to promote tribal self-determination in order to improve Indian academic achievement, and the Preservation of Section 7131, which authorizes National Research Activities that have been critical to providing data on Indian student achievement.

While the Senate has ended voting for the week, several important amendments for Native education that have passed:

 Amendment to Improve Native American Education (#2085)

The amendment was introduced by Senator Rounds (R-SD) and Senator Udall (D-NM). This amendment calls for inter-agency collaboration between the Department of Interior (DOI) and Department of Education (DOE) to conduct a study of rural and poverty areas of Indian Country to identify:

  • Federal barriers that prevent tribes from implementing applicable policies over one-size fits all regulations dictated from Washington;
  • Recruitment and retention options for teachers and school administrators;
  • Limitations in funding sources and flexibility for such schools; and
  • Strategies on how to increase high school graduation rates.

Title VII Grant Programs for Indian Education Amendment (#2078)  

The amendment was introduced by Senator Tester (D-MT). This amendment restores vital grant programs in the Title VII of the ECAA, which “will help students in Indian Country develop the tools they need to succeed.” Senator Tester continued by saying that “the Senate took a step forward to live up to our moral and trust responsibility to ensure Native American students are getting the education and shot at success they deserve.” This amendment reinstates the following four programs:

  • In – Service Training for Teachers of Indian Children
  • Fellowships for Native Students Pursuing Social Beneficial Degrees
  • Gifted and Talented Programs to Nurture Native Excellence
  • Native Adult Literacy and GED Programs

The following amendments will be presented by Senator Heitkamp (D-ND) next week:

Grants for the Integration of Schools and Mental Health Systems (#2171)

The amendment introduces plans to reinstate and improve access to Mental Health Support Grants by reinstating the Integration Program- which provides five-year grants to States, school districts, and Indian tribes to increase student access to quality mental health care.

Tribal improvements included are:

  • Providing eligibility to Indian tribes or their education agencies, BIE schools, as well as Alaska Native communities;
  • Crisis Intervention and conflict resolution practices, such as those focused on decreasing rates of bullying, teen dating violence, suicide, trauma, and human trafficking;
  • Ensuring linguistically appropriate and culturally competent services;
  • Engage and utilizing expertise provided by institutions of higher education, such as a Tribal College or University, as defined in section 316(b) of the Higher Education Act of 1965; and
  • Assurances that tribes and their representatives are consulted and aware of the program and understand their eligibility.

Educational Equity under Land-Grant Status & Smith Lever Act (#2174)

The bipartisan amendment provides parity by allowing Tribal Colleges to compete for Children, Youth and Families at Risk and Federally Recognized Tribal Extension Grants. Co-sponsors of the amendment include Senators Thune (R-SD), Stabenow (D-MI), and Tester (D-MT).

Action Is Still Needed for Native Education

Now more than ever Native students need your support. Reach out to your state’s Senator and ask them to support these important and necessary amendments for Native education. Please contact Dimple Patel (dpatel@niea.org or at (202) 847-0034) with any questions.

  • To find the contact information for your Senator, please click here.

To call the general phone line for the Senate, please call (202) 224-3121 and ask to speak with the Senator from your state.

 

Whether you’re an educator, a student, or invested in increasing educational opportunities for Native students, NIEA members help advocate for better policies. Your  contribution will help us continue to be effective advocates, train educators that work with Native students, and close the achievement gap.  To donate, please click HERE.

From Politico, here. An excerpt:

The debate over the landmark No Child Left Behind bill hits the House and Senate floor Wednesday — new legislation designed to curb federal influence, adjust how much students are tested and reimagine how those test scores are used, though the respective bills don’t take the same approach to addressing those issues.

But unlike in 2001, when House Speaker John Boehner, President George W. Bush and the late Ted Kennedy forged an alliance to pass a historic education bill, Republicans and Democrats are far from united over the best way for the federal government to oversee school systems. And the House divide threatens to undermine Boehner’s credibility with the right once again.

House leaders are armed with new amendments designed to lure support from the moderate and the conservative wings of the party for a long overdue rewrite of the George W. Bush-era No Child Left Behind law.

But the situation remains precarious, jeopardizing Congress’ first real attempt to rewrite the No Child Left Behind law, which ushered in an era of wide-scale testing and rating schools based on the results. The jockeying in the House is a huge departure from past Congresses, when the chamber easily passed its own partisan update to the law more than once.

Read more: http://www.politico.com/story/2015/07/house-gop-education-bill-votes-119839.html#ixzz3fJWs6Be8