THE NO CHILD LEFT BEHIND ACT (NCLB) & THE EVERY STUDENT SUCCEEDS ACT (ESSA) Transitioning from NCLB to ESSA: How School Counselors Can Help ROWLEY, 2016

1. Understand the differences and similarities of No Child Left Behind and The Every Student Succeeds Act. 2. Understand some of the language used in both pieces of legislation. 3. Analyze how legislation relates to best practices as school counselors through the ASCA National Model. 4. Reflect and evaluate ways in which school counselors may advocate for school constituents. Objectives of the Presentation ROWLEY, 2016

Major objectives: (1) develop content standards, (2) administer assessments to measure student performance, (3) institute accountability measures, (4) ensure safety in schools, (5) classrooms taught by well prepared teachers Federal funding contingent on students’ school-wide performance on academic tests (report cards) At-risk students: culturally diverse backgrounds, English language learners, those who live in poverty, and those with emotional and behavioral disabilities Many believe NCLB was fueled by anticipated economic consequences No Child Left Behind (2002) ROWLEY, 2016

NCLB ESSA Achievement Gaps Testing and Accountability School Safety Highly-Qualified Teachers Testing Periods Needs of Communities Individualized Approach NCLB vs. ESSA: Presenting Issues ROWLEY, 2016

NCLB ESSA Yearly tests in Math and English for students in 3 rd -8 th Grade; once in High School One Science test in Elementary, Middle, and High School Same test requirements regarding grade level and subject Flexibility in the administration of testing, i.e. one test –> multiple smaller tests More accurate measures of student learning NCLB vs. ESSA: Testing ROWLEY, 2016

NCLB ESSA States not required to adopt CC standards Standards defined what states should be teaching Standards defined how subjects should be taught “Teaching to the Test” States not required to adopt CC standards Secretary of Education cannot influence the adoption of state standards NCLB vs. ESSA: Common Core Standards ROWLEY, 2016

NCLB ESSA Improve performance of minority subgroups Creation of super subgroups – lumping disadvantaged students together More subjective measures of accountability, i.e. parent or teacher engagement Accountability plans determined by the state Department of Education has limited oversight Requirement that test scores and graduation rates be given greater attention NCLB vs. ESSA: Accountability ROWLEY, 2016

NCLB ESSA Federal intervention less restricted at first, i.e. improved educational services, public school choice Interventions increase in severity after 5 years of inadequate progress, i.e. releasing staff, closing school More specific on schools needing remediation, i.e. poor graduation rates, underperforming subgroups Less specific on forms of intervention NCLB vs. ESSA: Remedial Action ROWLEY, 2016

NCLB = 65 ESSA = 20 Career: 4 Academic Activities: 4 Meeting Student Needs: 2 School-based: 2 Individual/Group: 3 School: 1 Programs: 9 Comprehensive: 1 Support Services: 7 Competence: 2 Irrelevant: 9 Career: 5 Academic Activities: 1 Meeting Student Needs: 1 School-based: 1 Individual/Group: 1 School: 2 Programs: 2 Comprehensive: 1 Support Services: 2 Competence: 1 Irrelevant: 3 Language in Legislation: “Counseling” ROWLEY, 2016

NCLB ESSA Postsecondary: 25 Career: 40 Violence: 139 Community: 261 Postsecondary: 40 Career: 65 Violence: 25 Community: 159 Notable Non-Counseling Language Differences ROWLEY, 2016

ASCA National Model: 4 Components ROWLEY, 2016

Maslow’s Hierarchy of Needs How can school counselors enable students to work towards self-actualization?

Communicate with school constituents to develop relationships and share information Work with data to identify areas of strength and areas for improvement Advocate for a rich variety of educational experiences to promote holistic student development Engage students regarding the interests and connect them with course selection and extracurricular activity participation to promote college and career readiness Work with staff and students to assess school climate and affective variables Encourage and motivate student beliefs toward higher self-esteem, self- determination, independence, and cultural appreciation How School Counselors Can Help ROWLEY, 2016

Now that the ESSA is law, many of the provisions will be introduced slowly into states and districts. All provisions should be fully integrated by school year. What’s Next? ROWLEY, 2016

REFERENCES American School Counselor Association. (2012). ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author. American School Counselor Association. (2013, May 30). Legislative affairs. Message posted to Dahir, C. A., & Stone, C. B. (2003). Accountability: A M.E.A.S.U.R.E of the impact school counselors have on student achievement. Professional School Counseling, 6(3), Dollarhide, C. T., & Lemberger, M. E. (2006). “No Child Left Behind": Implications for school counselors. Professional School Counseling, 9(4), doi: /prsc.9.4.5mh3w3lu27g8n5m2 Every Student Succeeds Act of 2015, Pub. L. No (2015). Gentry, M. (2006). No child left behind: Gifted children and school counselors. Professional School Counseling, 10(1), doi: /prsc.10.1.x68mv737r1203v57 Korte, G. (2015). The Every Student Succeeds Act vs. No Child Left Behind: What’s changed? USA Today. Retrieved from behind-whats-changed/ / behind-whats-changed/ Lagana-Riordan, C., & Aguilar, J. P. (2009). What's missing from no child left behind? A policy analysis from a social work perspective. Children & Schools, 31(3), No Child Left Behind Act of 2001, Pub. L. No (2002). ROWLEY, 2016