States are moving forward: A reply to Jennings

Advocates of greater state authority in education policy making did breathe a sigh of relief when the Every Student Succeeds Act (ESSA) was signed in 2015. But, in the words of the musical Hamilton, which had opened only a few months before ESSA was signed, they also realized that while “winning is easy . . . governing is harder.”

It is certainly true that the previous three reauthorizations of ESEA created a culture of compliance in many states and in local districts. It’s also true that a decade of state budget cuts hollowed out state education agencies and made it more difficult for them to tackle persistent and political challenges.

And yet we’re already starting to see signs that states are moving in new directions — drawing on evidence and input from those closest to the classroom.

Massachusetts, with its long history of school improvement, continues to create conditions for success for teachers and their students. They are launching a teacher-led effort to evaluate curriculum through CURATE (CUrriculum RAtings by TEachers). And their ESSA plan leverages direct teaching and learning investments to address stagnant state performance in literacy in the early grades and middle-grade mathematics.

New York recognized that test scores alone don’t elevate student learning. The state has invested heavily in curriculum models aligned to their state standards in order to increase the impact district administrators and teachers make in classrooms. They have now made these materials (plus teacher tools) available as an open educational resource through EngageNY.

Even those of us who are staunch advocates of state control recognize that the federal government plays a critical role in addressing national issues. Federal interest and, yes, financial incentives can spur needed policy changes, as did Brown v. Board of Education and the Individuals with Disabilities Education Act. Equity is a national responsibility.

But there should be limits on where and how the federal government steps in. Curriculum has been, and should remain, a state function.

We’re early in the implementation of ESSA. While the Jennings proposal for federal funding without federal strings may seem appealing, it’s also highly unlikely. The article notes that Congress can allocate money for curriculum. But has Congress shown any inclination to do so?

States are moving ahead. The process of moving 50 states rather than one federal government will take longer. But in the end, the resulting changes will likely be more sustainable — perhaps lasting even until the next reauthorization of ESEA.

This article is an invited response to “It’s Time to Redefine the Federal Role in K-12 Education” by Jack Jennings.