View source for Every Student Succeeds Act

{{Short description|2015 United States education reform law}}
{{Use American English|date=January 2024}}
{{Use mdy dates|date=January 2024}}
{{Infobox U.S. legislation
| name =
| fullname = An original bill to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves.
| acronym = ESSA
| enacted by = 114th
| active dates =
| public law url =
| cite public law = {{USPL|114|95}}
| cite statutes at large = {{USStat|129|1802}}
| acts amended = [[Elementary and Secondary Education Act of 1965]]
| acts repealed = [[No Child Left Behind Act]]
| title amended = [[Title 20 of the United States Code|20 U.S.C.: Education]]
| sections created =
| sections amended = {{Usc-title-chap|20|28}} § 1001 et seq.<br/>{{usctc|20|70}}
| leghisturl = https://www.congress.gov/bill/114th-congress/senate-bill/1177
| introducedin = United States Senate
| introducedbill = {{USBill|114|S|1177}}
| introducedby = [[Lamar Alexander]] ([[Republican Party (United States)|R]]-[[Tennessee|TN]])
| introduceddate = April 30, 2015
| committees = [[United States Senate Committee on Health, Education, Labor, and Pensions|HELP]]
| passedbody1 = United States House of Representatives
| passeddate1 = December 2, 2015
| passedvote1 = [http://clerk.house.gov/evs/2015/roll665.xml 359–64]
| passedbody2 = United States Senate
| passeddate2 = December 9, 2015
| passedvote2 = [https://www.senate.gov/legislative/LIS/roll_call_lists/roll_call_vote_cfm.cfm?congress=114&session=1&vote=00334 85–12]
| signedpresident = [[Barack Obama]]
| signeddate = December 10, 2015
}}
{{Education in the U.S.}}

The '''Every Student Succeeds Act''' ('''ESSA''') is a US law passed in December 2015 that governs the United States [[K–12]] [[public education in the United States|public education]] policy.<ref>{{cite news| last1 = Hirschfeld Davis | first1 = Julie | date = 10 December 2015 | title = President Obama Signs Into Law a Rewrite of No Child Left Behind | url = https://www.nytimes.com/2015/12/11/us/politics/president-obama-signs-into-law-a-rewrite-of-no-child-left-behind.html?_r=0 | newspaper = New York Times | access-date = 19 December 2015}}</ref> The law replaced its predecessor, the [[No Child Left Behind Act]] (NCLB), and modified but did not eliminate provisions relating to the periodic [[Education in the United States#Standardized testing|standardized tests]] given to students.<ref>{{cite news |last1= Korte|first1= Gregory|date=11 December 2015|title= The Every Student Succeeds Act vs. No Child Left Behind: What's changed?|url= https://www.usatoday.com/story/news/politics/2015/12/10/every-student-succeeds-act-vs-no-child-left-behind-whats-changed/77088780/|newspaper= USA Today|access-date= 18 December 2015}}</ref><ref>{{cite news | last1 = Walker | first1 = Tim | date = 9 December 2015 | title = With Passage of Every Student Succeeds Act, Life After NCLB Begins | url = http://neatoday.org/2015/12/09/every-student-succeeds-act/ | newspaper = NEA Today | access-date = 19 December 2015}}</ref>

Like the No Child Left Behind Act, ESSA is a reauthorization of the 1965 [[Elementary and Secondary Education Act]], which established the federal government's expanded role in public education. The Every Student Succeeds Act passed both chambers of Congress with bipartisan support.<ref>{{cite news | date = 10 December 2015 | title = President Obama Signs Education Law, Leaving 'No Child' Behind | url = https://www.npr.org/sections/thetwo-way/2015/12/10/459219774/president-obama-signs-education-law-leaving-no-child-behind | newspaper = National Public Radio | access-date = 22 December 2015}}</ref>

== Overview ==
[[File:President Barack Obama signs Every Student Succeeds Act (ESSA).jpg|thumb|left|President [[Barack Obama]] signs the Act into law, December 2015]]

The bill is the first to narrow the United States federal government's role in elementary and secondary education since the 1980s. The ESSA retains the hallmark annual [[standardized testing]] requirements of the 2001 No Child Left Behind Act but shifts the law's federal accountability provisions to states. Under the law, students will continue to take annual tests between the third and eighth grades.<ref name="Vox: explainer"/>

ESSA leaves significantly more control to the states and districts in determining the standards students are held to. States are required to submit their goals and standards and how they plan to achieve them to the US Department of Education, which must then submit additional feedback, and eventually approve.<ref>{{Cite news|title=DeVos's Hard Line on New Education Law Surprises States|last1=Green|first1=Erica L|date=July 7, 2017|work=The New York Times}}</ref> In doing so, the DOE still holds states accountable by ensuring they are implementing complete and ambitious, yet feasible goals. Students will then be tested each year from third through eighth grade and then once again their junior year of high school.<ref name=":0">{{Cite journal|last1=Darrow|first1=Alice-Ann|date=October 2016|title=The Every Student Succeeds Act (ESSA)|journal=General Music Today|volume=30|pages=41–44|doi=10.1177/1048371316658327|s2cid=148151729|via=EBSCO host}}</ref> These standardized tests will determine each student's capabilities in the classroom, and the success of the state in implementing its plans. The states are also left to determine the consequences low-performing schools might face and how they will be supported in the following years.<ref name=":0"/> The USDOE defines low-performing schools as those in the bottom ten percent of the state, based on the number of students who successfully graduate or the number of students who test proficient in reading or language arts and mathematics.<ref>{{Cite web|url=https://www.ed.gov/race-top/district-competition/definitions|title=Definitions|website=U.S. Department of Education|access-date=July 30, 2017}}</ref>

All states must have a multiple-measure accountability system, which include the following four indicators: achievement and/or growth on annual reading/language arts and math assessments; English language proficiency, an elementary and middle school academic measure of student growth; and high school graduation rates.<ref>{{Cite web|url=https://all4ed.org/wp-content/uploads/2016/06/FINAL-ESSA_FactSheet_Personalized-Learning.pdf|title=Every Student Succeeds Act Primer: Accountability|last=Alliance for Excellent Education|date=December 2016|website=Alliance for Excellent Education|access-date=December 9, 2019}}</ref> All states also had to include at least one additional indicator of school quality or student success, commonly called the fifth indicator. Most states use chronic absenteeism as their fifth indicator.<ref>{{Cite web|url=https://www.childtrends.org/states-missing-point-essas-fifth-indicator|title=Some states are missing the point of ESSA's fifth indicator|date=2017-09-20|website=Child Trends|language=en-US|access-date=2019-12-10}}</ref>

Another primary goal of the ESSA is preparing all students, regardless of race, income, disability, ethnicity, or proficiency in English, for a successful college experience and fulfilling career.<ref name=":0" /> Therefore, ESSA also requires schools to offer college and career counseling and advanced placement courses to all students.<ref name=":0" />

== History ==

{| class="wikitable" align="right" style="margin-left:1em"
|+ ESSA vote
|-
! colspan=2 | Senate<ref name=senatevote>{{cite web|title=Question: On the Conference Report (Conference Report to Accompany S.1177 )|url=https://www.senate.gov/legislative/LIS/roll_call_lists/roll_call_vote_cfm.cfm?congress=114&session=1&vote=00334|publisher=US Senate|access-date=11 December 2015}}</ref>
! colspan=2 | House<ref name=Housevote>{{cite web|title=Final Vote Results for Roll Call 665|url=http://clerk.house.gov/evs/2015/roll665.xml|website=House.gov|publisher=US House|access-date=11 December 2015}}</ref>
|-
! {{party shading/Republican}}| Rep.
! {{party shading/Democratic}}| Dem.
! {{party shading/Republican}}| Rep.
! {{party shading/Democratic}}| Dem.
|-
| 40–12
| 45–0
| 178–64
| 181–0
|}

The No Child Left Behind Act was due for reauthorization in 2007, but was not pursued for a lack of bipartisan cooperation.<ref name=mrich2>{{cite news|last1=Rich|first1=Mokoto|title='No Child' Law Whittled Down by White House|url=https://www.nytimes.com/2012/07/06/education/no-child-left-behind-whittled-down-under-obama.html|access-date=12 December 2015|work=New York Times|date=6 July 2012}}</ref> Many states failed to meet the NCLB's standards, and the Obama administration granted waivers to many states for schools that showed success but failed under the NCLB standards.<ref name=mrich>{{cite news|last1=Rich|first1=Motoko|title=No Child Left Behind Law Faces Its Own Reckoning|url=https://www.nytimes.com/2015/03/22/us/politics/schools-wait-to-see-what-becomes-of-no-child-left-behind-law.html|access-date=12 December 2015|work=New York Times|date=20 March 2015}}</ref> However, these waivers usually required schools to adopt academic standards such as the [[Common Core]].<ref name=mrich/> The NCLB was generally praised for forcing schools and states to become more accountable for ensuring the education of poor and minority children.<ref name=mrich2/> However, the increase in standardized testing that occurred during the presidencies of Bush and Obama met with resistance from many parents, and many called for a lessened role for the federal government in education.<ref name=mrich/>
Similarly, the president of the [[National Education Association]] decried the NCLB's "one-size-fits-all model ... of test, blame and punish."<ref>{{cite news|last1=Eskelsen García|first1=Lily|title=Get rid of 'test, blame, punish': Opposing view|newspaper=USA Today|date=21 April 2015|url=https://www.usatoday.com/story/opinion/2015/04/21/no-child-left-behind-national-education-association-editorials-debates/26148257/|access-date=18 December 2015}}</ref>

Following his 2014 re-election, Senate [[United States Senate Committee on Health, Education, Labor, and Pensions|HELP Committee]] Chairman [[Lamar Alexander]] (R-TN), who had served as [[United States Secretary of Education|Education Secretary]] under President [[George H. W. Bush]], decided to pursue a major rewrite of No Child Left Behind.<ref name=mseverns/> Alexander and [[Patty Murray]] (D-WA), the ranking member of the HELP committee, collaborated to write a bipartisan bill that could pass the Republican-controlled Congress and earn the signature of President [[Barack Obama]].<ref name=mseverns/> At the same time, [[John Kline (politician)|John Kline]] (R-MN), chairman of the [[United States House Committee on Education and the Workforce|House Committee on Education and the Workforce]], pushed his own bill in the House. In July 2015, each chamber of the United States Congress passed their own renewals of the Elementary and Secondary Education Act.<ref name="Huff: committee"/> President Obama remained largely outside of the negotiations, though Alexander did win Obama's promise to not threaten to veto the bill during negotiations.<ref name=mseverns/> As the House and Senate negotiated for the passage of a single bill in both houses, [[Bobby Scott (U.S. politician)|Bobby Scott]] (D-VA), the ranking member of the House Committee on Education and the Workforce, became a key player in ensuring Democratic votes in the House.<ref name=mseverns/> By September 2015, the House and Senate had been able to resolve most of the major differences, but continued to differ on how to evaluate schools and how to respond to schools that perform poorly.<ref name=mseverns/> House and Senate negotiators agreed to a proposal from Scott to allow the federal government to mandate specific circumstances in which states had to intervene in schools, while broadly giving states leeway in how to rate schools and in how to help struggling schools.<ref name=mseverns/> Other major provisions included a pre-K program (at the urging of Murray), a provision to help ensure that states would not be able to exempt large swaths of students from testing (at the behest of civil rights groups), and restrictions on the power of the Education Secretary (at the urging of Alexander and Kline).<ref name=mseverns/> The surprise resignation of Speaker [[John Boehner]] nearly derailed the bill, but incoming Speaker [[Paul Ryan]]'s support of the bill helped ensure its passage.<ref name=mseverns/> In December 2015, the House passed the bill in a 359–64 vote; days later, the Senate passed the bill in an 85–12 vote.<ref name="Vox: explainer"/> President Obama signed the bill into law on December 10, 2015.<ref name=mseverns>{{cite news|last1=Severns|first1=Maggie|title=How Congress finally killed No Child Left Behind|url=http://www.politico.com/story/2015/12/paul-ryan-congress-no-child-left-behind-216696|access-date=12 December 2015|publisher=Politico|date=11 December 2015}}</ref>

== Students with disabilities ==
The Every Student Succeeds Act also sets new mandates on expectations and requirements for students with disabilities. Most students with disabilities will be required to take the same assessments and will be held to the same standards as other students. ESSA allows for only one percent of students, accounting for ten percent of students with disabilities, to be excused from the usual standardized testing.<ref name=":1">{{Cite journal|last1=Samuels|first1=Christina A.|date=January 6, 2016|title=Special Education Community Gears Up for Advocacy|journal=Education Week|volume=35|pages=21|via=EBSCO Host}}</ref> This one percent is reserved for students with severe cognitive disabilities, who will be required to take an alternate assessment instead.<ref name=":2">{{Cite web|url=http://www.ccsso.org/Documents/2016/ESSA/ESSA_Key_Provisions_Implications_for_SWD.pdf|title=ESSA: Key Provisions and Implications for Students with Disabilities|website=Council of Chief State School Officers|access-date=August 5, 2017}}</ref> This is a smaller percentage of students than under past mandates, mainly because there is not enough staff available to administer the assessments to the students one-on-one.<ref name=":1"/> The Department of Education does not define disabled, rather, each state decides its own definition in order to determine which students will be allowed to take the alternate assessment. This could prove to be more challenging, though, when it comes to comparing students to one another because not all states will define disabled the same way.<ref name=":2" /> The ESSA has also recognized that bullying and harassment in schools disproportionately affects students with disabilities. Because of this, the ESSA requires states to develop and implement plans on how they will combat and attempt to reduce bullying incidents on their campuses.<ref name=":1" />

==Reception and opinion==
[[File:President Barack Obama after signing Every Student Succeeds Act (ESSA).webm|thumb|right|President Obama explains why he signed the Act]]

Journalist Libby Nelson wrote that the ESSA was a victory for conservatives who wished to see federal control of school accountability transferred to states, and that states "could scale back their efforts to improve schools for poor and minority children".<ref name="Vox: explainer"/>

Researchers from the [[Thomas B. Fordham Institute]] approved of "grant[ing] states more authority over their accountability systems."<ref>{{cite web|url=https://fordhaminstitute.org/national/research/rating-ratings-analysis-51-essa-accountability-plans|title=Rating the Ratings: An Analysis of the 51 ESSA Accountability Plans |first1=Brandon L. |last1=Wright |first2=Michael J. |last2=Petrilli|website=Thomas B. Fordham Institute|date=Nov 14, 2017}}</ref> However, they also expressed concern that, in an effort to set proficiency levels that low-performing students could pass, states would neglect the needs of high-performing students, which would disproportionately affect high-performing, low-income students.<ref>{{cite web|url=https://fordhaminstitute.org/national/research/high-stakes-high-achievers-state-accountability-age-essa-part-i|title=High Stakes for High Achievers: State Accountability in the Age of ESSA (Part I)|first1= Michael J. |last1=Petrilli |first2=David |last2=Griffith |first3=Brandon L. |last3=Wright |first4=Chester E. Jr. |last4=Finn |first5=Audrey |last5=Kim  |website=Thomas B. Fordham Institute |date= Aug 31, 2016}}</ref><ref>{{cite news|url=https://fordhaminstitute.org/national/research/high-stakes-high-schoolers-state-accountability-age-essa-part-ii|title=High Stakes for High Schoolers: State Accountability in the Age of ESSA (Part II) |first1= Michael J. |last1=Petrilli |first2=David |last2=Griffith |first3=Brandon |last3=Wright |first4=Chester E. Jr. |last4=Finn |website=Thomas B. Fordham Institute |date=Nov 15, 2016}}</ref>

=== Criticism ===
While the Every Student Succeeds Act (ESSA) has received positive responses, it has also faced major critiques for various reasons. People argue that ESSA's focus on state-level control and accountability has resulted in inconsistencies in the quality of education, which ultimately emphasizes pre existing inequities that existed under the policies that were replaced by ESSA which are the Elementary and Secondary Education Act ([[Elementary and Secondary Education Act|ESEA]]) and No Child Left Behind ([[No Child Left Behind Act|NCLB]]).<ref name=":12">{{Cite web |title=Public Education Funding Inequity in an Era of Increasing Concentration of Poverty and Resegregation {{!}} U.S. Commission on Civil Rights |url=https://www.usccr.gov/reports/2018/public-education-funding-inequity-era-increasing-concentration-poverty-and |access-date=2024-07-24 |website=www.usccr.gov|date=January 11, 2018 }}</ref> Other concerns that were raised were a shift in control which can result in further inconsistencies when it comes to enforcement which would possibly worsen current inequalities in regards to resource allocation for students who face various disadvantages.<ref name=":12" /> In addition to this the ESSA has also been challenged for calling for an increase of out-of-field teaching, meaning teachers are being asked to instruct subjects outside of their specialization. Research also showed an increase in assignments after ESSA was enforced, impacting low income students, students enrolled in special education, and students attending charter or remote institutions.<ref name=":22">{{Cite journal |last1=Overschelde |first1=James P. Van |last2=Piatt |first2=Amy N. |date=2020-06-02 |title=U.S. Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field |url=https://repamjournal.org/index.php/REPAM/article/view/16 |journal=Research in Educational Policy and Management |language=en |volume=2 |issue=1 |pages=1–22 |doi=10.46303/repam.02.01.1 |issn=2691-0667|doi-access=free }}</ref> The major shift from requiring qualified teachers to only guaranteeing equitable distribution of out-of-field teachers has played a role in poor academic performance and an increase in teacher turnover rates.<ref name=":22" /> ESSA has also generated concern since it also reduced authority for the U.S. Department of Education ([[United States Department of Education|USDE]]) and cut the budget for the development of educational leadership. These new concerns arose in regards to the USDE's ability to support state initiatives. Reducing the size of state education departments and retirement of highly trained staff have also raised questions on the states' ability to enforce the ESSA programs.<ref name=":02">{{Cite journal |last1=Young |first1=Michelle D. |last2=Winn |first2=Kathleen M. |last3=Reedy |first3=Marcy A. |date=December 2017 |title=The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership |url=http://journals.sagepub.com/doi/10.1177/0013161X17735871 |journal=Educational Administration Quarterly |language=en |volume=53 |issue=5 |pages=705–726 |doi=10.1177/0013161X17735871 |issn=0013-161X}}</ref> Critics call for a more integrated method of approach to leadership and funding to reach the full potential of ESSA to improve educational outcomes.<ref name=":02" />

=== Praise ===
The Every Student Succeeds Act (ESSA) has gained recognition for its advancement in educational equity and for promoting new strategies in regards to school improvements based on proven evidence. ESSA has highlighted the importance of inclusive and culturally diverse leadership when it comes to improving the overall student achievement by requiring state funding for the development of leadership in underperforming schools.<ref name=":02" />  States who have demonstrated this, such as New Mexico or Tennessee, have utilized these funds to establish partnerships and leadership paths that achieve national expectations, ultimately improving educational outcomes.<ref name=":02" /> ESSA has also led a shift in the direction towards evidence-based intervention in school improvement initiatives. By doing this the ESSA has promoted more thoughtful decision-making and improved evaluation practices to guarantee the execution of proper education methods.<ref>{{Cite report |url=https://eric.ed.gov/?id=ED602940 |title=A Stronger Future for Evidence-Based School Improvement in ESSA |last1=Rentner |first1=Diane Stark |last2=Ferguson |first2=Maria |date=December 2019 |publisher=Center on Education Policy |language=en |last3=Kober |first3=Nancy}}</ref> By mandating complete needs evaluations and supporting interest groups involvement, ESSA has made sure that improvement plans are constructed to fit the needs of the disadvantaged students and those from minority groups.<ref>Health Impact Project. (2017). "The Every Student Succeeds Act Creates Opportunities to Improve Health and Education at Low-Performing Schools." The Pew Charitable Trusts.</ref> This method strengthens equity in education and state's flexibility, leaving a national impact on the educational field.  

==State testing under ESSA==
According to the October 24, 2015 [https://www.ed.gov/news/press-releases/fact-sheet-testing-action-plan ''U.S. Department of Education Fact Sheet: Testing Action Plan''], state testing programs implemented under No Child Left Behind and Race to the Top were "draining creative approaches from our classrooms", "consuming too much instructional time" and "creating undue stress for educators and students."<ref name=":3">{{Cite news|url=https://www.ed.gov/news/press-releases/fact-sheet-testing-action-plan|title=U.S. Department of Education Fact Sheet: Testing Action Plan, October 24, 2015 Archived Information|date=24 October 2015|access-date=1 February 2019}}</ref>

Federal mandates and incentives were cited as partly responsible for students spending too much time taking standardized tests.<ref name=":3" /> ESSA provided states with flexibility to correct the balance and unwind "practices that have burdened classroom time or not served students or educators well."<ref name=":3" />

The Every Student Succeeds Act statute, regulations and guidance give states broad discretion to design and implement assessment systems.<ref name=":4">{{Cite journal|date=8 December 2016|title=Title I - Academic Assessments, Office of Elementary and Secondary Education, Department of Education: Final Regulations. Analysis of Comments and Changes. Rules and Regulations. Department of Education 34 CFR Part 200 RIN 1810-AB32|url=https://www.gpo.gov/fdsys/pkg/FR-2016-12-08/pdf/2016-29128.pdf|journal=Federal Register|volume=81|issue=236|pages=88894 Column 3}}</ref> Neither the statute nor the regulations apply any specific limits on test design,<ref name=":4" /> however United States Department of Education guidance documents say it is essential to ensure that tests "take up the minimum necessary time."<ref name=":3" />

Section 1111(b)(2)(B)(viii)(1) of ESSA presents states with the opportunity to meet all Federal academic assessment requirements with a single comprehensive test.<ref>page 21.  Elementary and Secondary Education Act of 1965 [As Amended Through P.L. 115–224, Enacted July 31, 2018], Title I – Improving the Academic Achievement of the Disadvantaged, Part A – Improving Basic Programs Operated by Local Educational Agencies, Subpart I – Basic Program Requirements, Sec. 1111 [20 U.S.C. 6311] State Plans, (b) Challenging Academic Standards and Academic Assessments, (2) Academic Assessments, (B) Requirements, (viii), (I)  https://legcounsel.house.gov/Comps/Elementary And Secondary Education Act Of 1965.pdf</ref> As of 2018-19 some states like Maryland continue to fulfill ESSA assessment requirements by administering four or more content-specific state standardized tests with testing windows that stretch from December through June.<ref>MARYLAND STATE DEPARTMENT OF EDUCATION, Student Testing Calendar School Year 2018‐2019, Official as of September 3, 2018, http://marylandpublicschools.org/programs/Documents/Testing/MSDETestingCalendar.pdf {{Webarchive|url=https://web.archive.org/web/20190110201849/http://marylandpublicschools.org/programs/Documents/Testing/MSDETestingCalendar.pdf |date=January 10, 2019 }}</ref>

The Every Student Succeeds Act prohibits any officer or employee of the Federal Government from using grants, contracts or other cooperative agreements to mandate, direct or control a state's academic standards and assessments.<ref>p. 424, Every Student Succeeds Act, January 6, 2015, SEC. 8526A. [20 U.S.C. 7906a] Prohibition Against Federal Mandates, Direction, or Control https://legcounsel.house.gov/Comps/Elementary And Secondary Education Act Of 1965.pdf</ref> It also explicitly prohibited any requirement, direction or mandate to adopt the Common Core State Standards<ref>p. 431, Every Student Succeeds Act.  January 6, 2015, SEC. 8544. [20 U.S.C. 7924] State Control Over Standards https://legcounsel.house.gov/Comps/ElementaryAnd Secondary Education Act Of 1965.pdf</ref> and gave states explicit permission to withdraw from the Common Core State Standards or otherwise revise their standards.<ref>p. 431, Every Student Succeeds Act.  January 6, 2015, SEC. 8544. [20 U.S.C. 7924] State Control Over Standards.

https://legcounsel.house.gov/Comps/Elementary And Secondary Education Act Of 1965.pdf</ref> On January 31, 2019, Florida's Governor signed an executive order "eliminating Common Core and the vestiges of Common Core" from Florida's public schools.<ref>{{Cite web |last=Postal |first=Leslie |date=Jan 31, 2019 |title=Gov. Ron DeSantis seeks to ditch Common Core, find new academic standards for public schools |url=http://www.orlandosentinel.com/features/education/school-zone/os-ne-desantis-common-core-florida-20190131-story.html |url-status=dead |archive-url=https://web.archive.org/web/20190208235055/https://www.orlandosentinel.com/features/education/school-zone/os-ne-desantis-common-core-florida-20190131-story.html |archive-date=Feb 8, 2019 |website=Orlando Sentinel}}</ref>

A possibly out-of-date or incomplete enumeration of state testing initiatives designed to satisfy the requirements of the ESSA can be found at [[List of state achievement tests in the United States]].

* [[California Assessment of Student Performance and Progress]] (CASPP), replaced [[California Assessment of Student Performance and Progress|California Standardized Testing and Reporting Program]] (STAR) in 2013.
* [[Connecticut Mastery Test]] (CMT)
* Hawaii Smarter Balanced Assessment (SBA). The SBA is a test set developed by the [[Smarter Balanced Assessment Consortium]] of US states http://www.hawaiipublicschools.org/TeachingAndLearning/Testing/StateAssessment/Pages/home.aspx
* Maryland Comprehensive Assessment Program (MCAP)
* [[Massachusetts Comprehensive Assessment System]] (MCAS)
* [[Pennsylvania System of School Assessment]] (PSSA)

== Suspension of accountability requirements ==

An inauguration day directive on January 20, 2017, from President Donald Trump's Assistant to the President and Chief of Staff "Regulatory Freeze Pending Review"<ref>{{cite web |url=https://www.whitehouse.gov/the-press-office/2017/01/24/implementation-regulatory-freeze |archive-url=https://web.archive.org/web/20170127193355/https://www.whitehouse.gov/the-press-office/2017/01/24/implementation-regulatory-freeze |url-status=dead |archive-date=January 27, 2017 |title=Memorandum: Implementation of Regulatory Freeze |last1= Mark |first1= Sandy |date=January 20, 2017 |website=whitehouse.gov |publisher=White House Press Office |access-date=February 16, 2017}}</ref> delayed implementation of new regulations, including portions of the Every Student Succeeds Act. On February 10, 2017, U.S. Secretary of Education [[Betsy DeVos]] wrote to chief state school officers that "states should continue their work" in developing their ESSA plans and noted that a revised template may be issued.<ref>{{cite news |url=http://blogs.edweek.org/edweek/campaign-k-12/2017/02/betsy_devos_to_state_chiefs_ESSA_full_speed_ahead.html
 |title=Betsy DeVos to State Chiefs: Full Speed Ahead on the Every Student Succeeds Act |last1= Alyson |first1= Klein |date=February 10, 2017 |website=Education Week |access-date=February 16, 2017}}</ref><ref>{{cite web |url=https://www2.ed.gov/documents/press-releases/02102017-essa-letter.pdf
 |title=Betsy DeVos letter of February 10, 2017 |last1= DeVos |first1= Betsy |date=February 10, 2017 |website=ed.gov |publisher=U.S. Department of Education |access-date=February 16, 2017}}</ref> In March 2017, Republican lawmakers with the support of the Trump administration used the Congressional Review Act to eliminate the Obama administration's accountability regulations.<ref>{{Cite news|url=https://www.edweek.org/ew/articles/2018/06/20/how-have-obamas-k-12-policies-fared-under.html|title=How Have Obama's K-12 Policies Fared Under Trump?|last1=Ujifusa|first1=Andrew|work=Education Week|access-date=2018-06-20|language=en-US}}</ref>

== References ==
{{reflist|30em|refs=
<ref name="Huff: committee">{{cite web|url=http://www.huffingtonpost.com/mercedes-schneider/about-the-upcoming-houses_b_7876566.html |access-date=December 2, 2015 |title=About the Upcoming House–Senate ESEA Conference Committee... And One from the Past |last1=Schneider |first1=Mercedes |date=July 27, 2015 |work=[[The Huffington Post]] |publisher=[[AOL]] |archive-url=https://web.archive.org/web/20160305195003/http://www.huffingtonpost.com/mercedes-schneider/about-the-upcoming-houses_b_7876566.html |archive-date=March 5, 2016 |url-status=live }}</ref>
<ref name="Vox: explainer">{{cite web|url=https://www.vox.com/policy-and-politics/2015/12/2/9836014/every-student-succeeds-act |access-date=December 2, 2015 |title=Congress is getting rid of No Child Left Behind. Here's what will replace it. |last1=Nelson |first1=Libby |work=[[Vox (website)|Vox]] |date=2 December 2015 |publisher=[[Vox Media]] |archive-url=https://web.archive.org/web/20151204031220/http://www.vox.com/policy-and-politics/2015/12/2/9836014/every-student-succeeds-act |archive-date=December 4, 2015 |url-status=live }}</ref>
}}
<!--* https://www.washingtonpost.com/news/education/wp/2015/11/30/how-schools-would-be-judged-under-every-student-succeeds-the-new-no-child-left-behind/
* http://blogs.edweek.org/edweek/campaign-k-12/2015/11/esea_reauthorization_the_every.html
* http://blogs.edweek.org/edweek/campaign-k-12/2015/11/_after_more_than_a.html
* http://blogs.edweek.org/edweek/campaign-k-12/2015/12/fact_check_why_did_it_take_so_.html
* http://www.edweek.org/ew/articles/2015/12/02/days-could-be-numbered-for-no-child.html
* [https://time.com/4129109/no-child-left-behind-republicans/ Time]

Every Child Achieves Act
* https://www.vox.com/2015/7/15/8970605/every-child-achieves-act-no-child-left-behind
* http://www.latimes.com/local/education/la-me-no-child-explainer-20150719-story.html
-->

== External links ==
* [https://www.govinfo.gov/content/pkg/COMPS-11851/uslm/COMPS-11851.xml Every Student Succeeds Act] as amended ([https://www.govinfo.gov/content/pkg/COMPS-11851/pdf/COMPS-11851.pdf PDF]/[https://www.govinfo.gov/app/details/COMPS-11851 details]) in the [[United States Government Publishing Office|GPO]] [https://www.govinfo.gov/help/comps Statute Compilations collection]
* [https://www.govinfo.gov/link/plaw/114/public/95?link-type=uslm Every Student Succeeds Act] as enacted ([https://www.govinfo.gov/link/plaw/114/public/95?link-type=pdf&.pdf PDF]/[https://www.govinfo.gov/link/plaw/114/public/95?link-type=details details]) in the [[United States Statutes at Large|US Statutes at Large]]
* {{USBill|114|s|1177|pipe=Congress.gov bill profile}}
*[https://www.ed.gov/news/press-releases/fact-sheet-testing-action-plan U.S. Department of Education Fact Sheet: Testing Action Plan]
*[http://marylandpublicschools.org/programs/Documents/Testing/MSDETestingCalendar.pdf Maryland State Department of Education Testing Calendar 2018-19] {{Webarchive|url=https://web.archive.org/web/20190110201849/http://marylandpublicschools.org/programs/Documents/Testing/MSDETestingCalendar.pdf |date=January 10, 2019 }}
*{{Cite web |title=Elementary and Secondary Education Act of 1965 [As Amended Through P.L. 116–94, Enacted December 20, 2019] |url=https://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf |url-status=dead |archive-url=https://web.archive.org/web/20200507054818/https://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf |archive-date=May 7, 2020 |website=Office of the Legislative Counsel of the U.S. House of Representatives}}
*{{Cite news |last=Klein |first=Alyson |date=2019-04-03 |title=States, Districts Tackle the Tough Work of Making ESSA a Reality |url=https://www.edweek.org/policy-politics/states-districts-tackle-the-tough-work-of-making-essa-a-reality/2019/04 |work=Education Week |language=en }}
*{{Cite web |title=Living With ESSA's Changes Summit - Online Summit Takeaways |url=https://www.edweek.org/media/essa-summit-2019-takeaways.pdf |url-status=dead |archive-url=https://web.archive.org/web/20190523163932/https://www.edweek.org/media/essa-summit-2019-takeaways.pdf |archive-date=May 23, 2019 |website=Education Week}}
*{{cite report|last=Skinner|first=Rebecca R.|date=April 20, 2022|title=The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer|publisher=[[Congressional Research Service]]|url=https://crsreports.congress.gov/product/pdf/R/R45977|access-date=January 19, 2024}}

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