Every Student Succeeds Act

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The Every Student Succeeds Act officially signed became a law on 10th of December 2015. The law is described by many students, educators and education policy as a breath of fresh air replacing the archaic and ineffective education laws that were in place (Ed.gov, 2016). It focuses on reauthorizing the Elementary and Secondary Education Act and guarantee the nation's enduring commitment to the provision of equal opportunities to students regardless of their economic capability, race, religion, gender, physical capabilities, migrant status and English proficiency status. Other spectrums of education that the law focuses on are the policies of school improvement grants, education standards developed by states, academic assessment modalities, the system of accountability developed by states, the activities aimed at improving and supporting schools, the dissemination of report cards, policies regarding the education of migratory children and standards of programs developed to intervene and prevent youths and children who are at-risk, delinquent or neglected (Thomas & Brady, 2005).

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The law recognizes the supposition of many districts, researchers, states and educators that a single number in form of a grade cannot demonstrate comprehensively the complex activities that happen in a school. Every Student Succeeds Act call for students in grade three to eight and those in high school be preferred with standardized tests and illustrates how the results of these tests should be reported (Ed.gov, 2016). However, it does not punish the underperforming schools but provides that the district and states in which the schools are located intervene by a method which they deem fit to effect an improvement in performance. The law obliges the states to identify schools which are in dire need of extra help by developing instruments of accountability which weigh academics in high regard but also include in the least one non-academic aspect. States are also required by the new law to identify and work closely with the bottom 5% of its schools; these are schools where a specific category of students continuously underperform, and more than a third of its student do not proceed to high school on time. By the edicts of the law, states are also required to craft academic standards that manifest college readiness, grow high-quality pre-school and report on college enrollment (Ed.gov, 2016).

Technological studies are also recognized as an important factor in the education sector. It specifically sets aside funds that will be used to acquire professional learning devices, tools, administrators, to build technological infrastructure and capacity and to provide students in remote, rural and underserved areas access to high-quality digital learning experiences (Thomas & Brady, 2005). These activities are focused on supporting the effective use of technology among learners. The law requires a comprehensive assessment of schools be conducted after every three years to establish the degree needs with respect to opportunities for, access to and a well-rounded education for every student, the conduciveness of the learning conditions of the school and the level of access to personalized learning experiences supported by effective use of data and technology among the learners (Times, 2015).

Schools should appropriately and speedily re-enroll students who were committed to the juvenile justice system, as the law compels the states to make such provisions. These students apart from being re-enrolled are by law eligible to enjoy the admission to credit-bearing coursework. The law is also set asides funds aimed at assisting and supporting migrant students. The law provides for sates to implement student academic assessments in math, science and reading or language arts. These assessments ought to be of high standards and administered to all secondary and elementary schools and should effectively measure the academic achievement of all students.

In my considered opinion, the requirements of the law have been ingeniously developed to increase the rates of high school graduation, lower the rates of dropping out of school and enhance the enrollment to colleges. These opportunities granted by Every Student Succeeds Act that will offer a well-founded basis for expanding the provision of equal educational opportunities and better students performances. The laws seem to hinder any scent of discrimination that might exist in the education sector by providing for equal consideration of all students. The stress on technology will certainly boost the technological capacity of the education system and prepare more techno-savvy learners who are able to handle the technological requirements of the modern world. The law will hold all students to high academic standards, ensure that more kids access high-quality preschool, and efficiently prepare all students for college readiness and success in their future career.

Reviewing the Every Student Succeeds Act in details has exposed me to the role of the government in managing and administering the education system. Evidently, it is difficult to accurately and quantitatively measure the academic developments of student and school. The review increased my comprehension of the role played by states and districts in the management of the schools and ensuring the learning conditions are conducive and bearable. Worth noting as a lesson learned is the stress of equality and increased accessed to education that the government so assiduously wants to guarantee the citizens and efforts it has put in place to weed out any form of discrimination.


Ed.gov,. (2016). Every Student Succeeds Act (ESSA) | U.S. Department of Education. Retrieved 22 February 2016, from http://www.ed.gov/ESSA

Thomas, J., & Brady, K. (2005). Chapter 3: The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education. Review Of Research In Education, 29(1), 51-67. http://dx.doi.org/10.3102/0091732x029001051

Times, L. (2015). Obama signs Every Student Succeeds Act, marking the end of an era. latimes.com. Retrieved 22 February 2016, from http://www.latimes.com/local/education/standardized-testing/la-me-edu-essa-obama-signs-end-no-child-left-behind-20151210-story.html

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