44.011 - Evidence, Equity, and the Every Student Succeeds Act

Session Type: Invited Speaker Session

Abstract

ESSA requires that states include at least one indicator of school quality or student success beyond test scores, which has opened up a conversation in which researchers can engage and share ideas and evidence about indicators that could press systems and schools to be more equitable. This session will focus on research advancing this conversation conducted by the Learning Policy Institute and the National Education Policy Center, and it will feature efforts made in collaboration with the Education Justice Network to develop useful materials, to influence the discussions of policy makers, and to work with organizing groups to inform how they use ESSA to advance local equity goals.  The session will highlight a range of research projects, including a collaboration between LPI and NEPC examining and presenting the research on community-school reforms as a possible evidence-based intervention under ESSA.  Participants will also share up to the minute reflections on ESSA implementation, research that is still needed by the field, and strategies for sharing research that can advance the fundamental equity goals of the federal law, even in a political climate that poses real threats to public education, educational equity, and the role of evidence in policy decisions. 

Sub Unit

• AERA Presidential Session

Chair

• Jeannie Oakes, University of California - Los Angeles

Participants

• Linda Darling-Hammond, Learning Policy Institute

• Kevin G. Welner, University of Colorado Boulder

• Michelle Renée Valladares, University of Colorado Boulder

• Beth Glenn, Education Justice Network

• DeQuendre Bertrand, Education Justice Network

Discussants

• Kent McGuire, The William and Flora Hewlett Foundation

• Jon D. Snyder, Stanford University