Policy Brief: Using ESSA to Improve Secondary English Learners’ Opportunities to Learn through Course Taking

The 2015 federal Every Student Succeeds Act (ESSA) affords states flexibility in adopting accountability measures that assess opportunity to learn, and requires that state and district leaders use evidence-based interventions to address any inequities. For English learners (ELs) at the secondary lev...

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Bibliographic Details
Published in:Journal of school leadership 2017-09, Vol.27 (5), p.755-766
Main Authors: Callahan, Rebecca M., Hopkins, Megan
Format: Article
Language:English
Subjects:
Academic Achievement
Access to Education
Analysis
Course Selection (Students)
Curriculum Design
Education law
Educational Legislation
Educational research
Elementary Secondary Education
English (Second language)
English Language Learners
Evidence Based Practice
Federal Legislation
Interpretation and construction
Laws, regulations and rules
Program Development
Program Evaluation
Program Implementation
Second language instruction
Secondary School Students
Study and teaching
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Summary:The 2015 federal Every Student Succeeds Act (ESSA) affords states flexibility in adopting accountability measures that assess opportunity to learn, and requires that state and district leaders use evidence-based interventions to address any inequities. For English learners (ELs) at the secondary level, one important measure of opportunity to learn is access to and completion of rigorous, college preparatory coursework. Drawing from ESSA's definition of “evidence-based,” which aligns closely with requirements for EL programs outlined by Castañeda, we propose course taking as a valid and reliable statewide indicator of student success, and offer recommendations for local interventions that would support secondary ELs’ opportunity to learn
ISSN:1052-6846
2631-9659
DOI:10.1177/105268461702700507