Almost two years after the reauthorization of ESEA, improvements made to the Charter Schools Program (CSP) in response to our advocacy are finally going into effect. On September 28, the U.S. Department of Education awarded the first round of CSP Grants to State Entities, as well as Replication and Expansion Grants (CMO), and Credit Enhancement facilities funding.
David Griffith, Senior Research and Policy Associate at the Thomas B. Fordham Institute, has released a new study that analyzes teacher absenteeism in public schools amidst renewed interest in this public policy issue as states formulate and submit their new ESSA accountability plans. Many states plan on using chronic student absenteeism as a measure of school quality—but what (this study asks) about chronic teacher absenteeism? Previous studies by R. Miller et al. (2007), C. Clotfelter et al. (2007), and M. Herrmann and J. Rockoff (2010) examined the relationship between teacher absenteeism and student achievement and found a strong connection between the two. In fact, there appears to be a one-to-one relationship: a ten-day increase in teacher absence results in at least a ten-day learning loss for students. Griffith’s research adds to this body of work by answering three primary questions:
The enactment of the Every Student Succeeds Act of 2015 (ESSA), the first rewrite of the Elementary and Secondary Education Act (ESEA) in nearly 14 years, was a major accomplishment for Congress and the Obama Administration. ESSA gives states a much more prominent role, so now comes the hard part to a state capitol near you –implementation!