Hyslop: How the Every Student Succeeds Act Empowers States to Find Innovative Uses for Federal Funds
The Every Student Succeeds Act (ESSA) was once praised by both parties for restoring balance in K-12 education by giving states and districts more autonomy to address their unique needs. However, this bipartisan consensus seems to have disappeared. From the contentious confirmation hearing of Secretary Betsy DeVos to the repeal of accountability regulations, the focus has shifted to determining who should be responsible for holding schools accountable. While accountability is important, it’s not the only aspect of ESSA worth considering.
What is often forgotten in these disagreements is the flexibility that ESSA provides to states. This flexibility allows leaders to make meaningful changes in how they support educators and students. One of the ways this is achieved is through the allocation of funding from Title I and Title II, the two largest pots of federal money under ESSA. Chiefs for Change, in their policy brief "Evidence and Funding – Connecting the Dots," highlights these opportunities and showcases how states are using federal funds to support evidence-based strategies.
For instance, ESSA requires states to set aside 7 percent of their Title I funds for grants to districts for evidence-based improvement strategies in low-performing schools. Louisiana has successfully implemented this requirement by creating an inventory of high-quality school improvement partners and organizing a "design summit" where providers and local leaders could collaborate. This approach allows districts to choose partners that best suit their needs while ensuring successful implementation through local buy-in and community support.
This is just one example of how states can utilize flexible funds. They can also allocate an additional 3 percent of their Title I funds to support Direct Student Services, providing students in low-performing schools with opportunities they would otherwise miss out on. Title II funds can be creatively used to support educator quality, such as establishing teacher preparation academies focused on clinical preparation and tying credentials to student learning outcomes. States can also allocate funds to support principals and school leaders, shifting away from traditional professional development efforts.
Despite proposed budget cuts to education programs, there is a strong coalition of advocates fighting to preserve these funds. The flexibility to invest in innovative practices and align with local priorities under ESSA is a conversation that everyone can support.
Anne Hyslop, Senior Associate of Policy and Advocacy at Chiefs for Change, is responsible for conducting research, writing, and analyzing key policies to support advocacy efforts. For more information on maximizing ESSA’s focus on evidence and flexible funding, additional resources from Chiefs for Change are available.
Enhancing Equity: Harnessing ESSA for the Provision of Personalized Student Services
ESSA Title II-A: Enhancing the Preparation, Training, and Recruitment of Exceptional Educators, Principals, and Other Educational Leaders
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