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President Trump’s “skinny budget” proposal, calls for wide-ranging cuts in the Every Student Succeeds Act (ESSA), including the complete elimination of funding for Title II, Part A, the Supporting Effective Instruction State Grants program. Eliminating this section of the law, which supports educator learning and development, undermines the ability of states and districts to achieve ESSA’s ambitious goals for our schools and students.
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The Every Student Succeeds Act (ESSA) includes a number of important requirements and opportunities to advance equity in U.S. education. A new report by the Learning Policy Institute, Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act, outlines the equity implications of ESSA and discusses ways in which the federal government, states, districts, and schools can promote equity for underserved children and youth. The report was released in conjunction with a briefing on Capitol Hill.
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The passage of the Every Student Succeeds Act (ESSA) represents an opportunity for states, districts, and schools to equitably design education systems to ensure that historically underserved students are prepared for the demands of the 21st century. This report details the equity implications of ESSA and provides recommendations for ways in which states, districts, and schools can leverage the new law to enhance equitable educational opportunities and close persistent achievement gaps.
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Our schools are among the most unequally funded in the industrialized world, with some states or districts spending more than double what others spend per pupil. Money properly spent on the right educational resources for students who need them the most — especially on well-qualified educators and keeping classes at reasonable sizes — can make a huge difference.
LPI has conducted research on several individual states, often at the request of state policymakers, to help inform evidence-based policies and support the work of states to reimagine their education systems.
Following a major court decision requiring more adequate and equitable school funding in New Mexico, the Learning Policy Institute conducted research to support the development of a new, equitable and high-quality system of education.
LPI—in partnership with WestEd and the Friday Institute—has developed a series of research reports, associated briefs, and an overall Action Plan to provide a research base to inform North Carolina policy reform.
Inclusive, well-resourced, high-quality schools that ensure all children have opportunities to learn and thrive are necessary to overcome historical and contemporary social and educational inequities.
Effective systems of accountability and continuous improvement support schools and districts in assessing progress, identifying needs, and overcoming barriers to teaching and learning.
Advances in education policy and practice are needed to mitigate the systemic disparities that prevent many Black, Indigenous, and other children of color from accessing a high-quality, empowering education.
