The Student Success Act Increases Parental Serfdom and Continues to Reward Corporate Incompetence #NOonHR5
SEC. 1118. PARENTAL INVOLVEMENT.
Section 1118 (20 U.S.C. 6318) is amended--
(1) by striking ``part'' each place such term appears and
inserting ``subpart'';
(a) LOCAL EDUCATIONAL AGENCY POLICY-
(1) IN GENERAL- A local educational agency may receive funds under this part only if such agency implements programs, activities, and procedures for the involvement of parents in programs assisted under this part consistent with this section. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.
(A) in paragraph (2)--
(i) in subparagraph (A), by striking ``,
and'' and all that follows through ``1116'';
and
(ii) in subparagraph (D), by striking ``,
such as'' and all that follows through
``preschool programs''; and
(2) WRITTEN POLICY- Each local educational agency that receives funds under this part shall develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy. The policy shall be incorporated into the local educational agency's plan developed under section 1112, establish the agency's expectations for parent involvement, and describe how the agency will —
(A) involve parents in the joint development of the plan under section 1112, and the process of school review and improvement under section 1116;
(B) provide the coordination, technical assistance, and other support necessary to assist participating schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance;
(C) build the schools' and parents' capacity for strong parental involvement as described in subsection (e);
(D) coordinate and integrate parental involvement strategies under this part with parental involvement strategies under other programs, such as the Head Start program, Reading First program, Early Reading First program, Even Start program, Parents as Teachers program, and Home Instruction Program for Preschool Youngsters, and State-run preschool programs;
(E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under this part, including identifying barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described in this section; and
(F) involve parents in the activities of the schools served under this part.
(3) RESERVATION-
(A) IN GENERAL- Each local educational agency shall reserve not less than 1 percent of such agency's allocation under subpart 2 of this part to carry out this section, including promoting family literacy and parenting skills, except that this paragraph shall not apply if 1 percent of such agency's allocation under subpart 2 of this part for the fiscal year for which the determination is made is $5,000 or less.
(B) in paragraph (3)(A), by striking ``subpart 2 of
this part'' each place it appears and inserting
``chapter B of this subpart'';
(B) PARENTAL INPUT- Parents of children receiving services under this part shall be involved in the decisions regarding how funds reserved under subparagraph (A) are allotted for parental involvement activities.
(C) DISTRIBUTION OF FUNDS- Not less than 95 percent of the funds reserved under subparagraph (A) shall be distributed to schools served under this part.
(b) SCHOOL PARENTAL INVOLVEMENT POLICY-
(1) IN GENERAL- Each school served under this part shall jointly develop with, and distribute to, parents of participating children a written parental involvement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school.
(2) SPECIAL RULE- If the school has a parental involvement policy that applies to all parents, such school may amend that policy, if necessary, to meet the requirements of this subsection.
(3) AMENDMENT- If the local educational agency involved has a school district-level parental involvement policy that applies to all parents, such agency may amend that policy, if necessary, to meet the requirements of this subsection.
(4) PARENTAL COMMENTS- If the plan under section 1112 is not satisfactory to the parents of participating children, the local educational agency shall submit any parent comments with such plan when such local educational agency submits the plan to the State.
(c) POLICY INVOLVEMENT- Each school served under this part shall —
(1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school's participation under this part and to explain the requirements of this part, and the right of the parents to be involved;
(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement;
(3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children;
(4) provide parents of participating children —
(A) timely information about programs under this part;
(B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet; and
(3) by amending subsection (c)(4)(B) to read as follows: ``(B) a description and explanation of the curriculum in use at the school and the forms of academic assessment used to measure student progress; and'';
(C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and
(5) if the schoolwide program plan under section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency.
(d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT- As a component of the school-level parental involvement policy developed under subsection (b), each school served under this part shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. Such compact shall —
(4) in subsection (d)(1), by striking ``student academic achievement'' and inserting ``academic'';
(1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the State's student academic achievement standards, and the ways in which each parent will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and
(2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum —
(A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child's achievement;
(B) frequent reports to parents on their children's progress; and
(C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities.
(e) BUILDING CAPACITY FOR INVOLVEMENT- To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency assisted under this part —
in subsection (e)--
(A) in paragraph (1), by striking ``State's
academic content standards and State student academic
achievement standards'' and inserting ``State's
academic standards'';
(B) in paragraph (3)--
(i) by striking ``pupil services
personnel,'' and inserting ``specialized
instructional support personnel,''; and
(ii) by striking ``principals,'' and
inserting ``school leaders,''; and
(C) in paragraph (4), by striking ``Head Start,
Reading First, Early Reading First, Even Start, the
Home Instruction Programs for Preschool Youngsters, the
Parents as Teachers Program, and public preschool and
other'' and inserting ``other Federal, State, and
local''; and
(1) shall provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children;
(2) shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;
(3) shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;
(4) shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children;
(5) shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand;
(6) may involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training;
(7) may provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training;
(8) may pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;
(9) may train parents to enhance the involvement of other parents;
(10) may arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation;
(11) may adopt and implement model approaches to improving parental involvement;
(12) may establish a districtwide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section;
(13) may develop appropriate roles for community-based organizations and businesses in parent involvement activities; and
(14) shall provide such other reasonable support for parental involvement activities under this section as parents may request.
(f) ACCESSIBILITY– In carrying out the parental involvement requirements of this part, local educational agencies and schools, to the extent practicable, shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language such parents understand.
(6) by amending subsection (g) to read as follows:
``(g) Family Engagement in Education Programs.--In a State
operating a program under subpart 3 of part A of title III, each local
educational agency or school that receives assistance under this
subpart shall inform such parents and organizations of the existence of
such programs.''.
(g) INFORMATION FROM PARENTAL INFORMATION AND RESOURCE CENTERS- In a State where a parental information and resource center is established to provide training, information, and support to parents and individuals who work with local parents, local educational agencies, and schools receiving assistance under this part, each local educational agency or school that receives assistance under this part and is located in the State shall assist parents and parental organizations by informing such parents and organizations of the existence and purpose of such centers.
(h) REVIEW- The State educational agency shall review the local educational agency's parental involvement policies and practices to determine if the policies and practices meet the requirements of this section.
SES IS A MESS http://bit.ly/1ijuvGD
SES IS A MESS: Impacts of Title I Supplemental Educational Services on Student Achievement
Impacts of Title I Supplemental Educational Services on Student Achievement
"Impacts of Title I Supplemental Educational Services on Student Achievement" examines the potential achievement benefits of academic support services offered outside the regular school day by state-approved Supplemental Educational Service providers. As one of the parental choice provisions implemented with Title I funds under the No Child Left Behind Act of 2001, parents of low-income students in low-performing schools are offered a choice of Supplemental Educational Services (SES) for their children. In the six study districts located in three states (Connecticut, Ohio, and Florida), more eligible students applied for SES than could be served with available funds, requiring prioritization of SES to the lowest-achieving students among the eligible applicants. Oversubscription for SES is unusual among school districts, and the study’s six school districts are not nationally representative. The study uses a regression discontinuity design to obtain estimates of the impact of SES by comparing the outcomes of students just below and above the cutoff value for receiving services.
The main findings from the study are as follows:
- The study found no evidence of impacts on achievement of offering SES to students near the cusp of having access to services in six oversubscribed school districts. For grades 3–8, there were no statistically significant impacts of offering SES on student achievement in reading or in mathematics. Furthermore, the study found no statistically significant impact of participating in SES on student achievement in reading or mathematics.
- An average of 21 hours of SES per student for the school year were offered either in one-on-one or group sessions by providers that relied extensively on local school teachers to serve as SES instructors. Among students in the six districts who had received SES, 36 percent received tutoring in both reading and math, 55 percent received tutoring in only reading, and 9 percent received only math tutoring. Reading services in the study districts averaged 17.2 hours of tutoring for the school year, and math services averaged 12.5 hours for the school year. Teachers employed in the school district comprised, on average, 60 percent of the providers’ instructional staff in the six study districts. On average, 44 percent of provider services in the study districts were offered in groups of 2–5 students, 34 percent in one-on-one sessions, and 21 percent in groups of 6–10.
- The study found no evidence that observed provider characteristics and practices, including intensity of services, were significantly associated with stronger impacts. Providers varied in the average number of hours of math and reading services their students received, ranging from 0 to 27 hours of math services and from 0 to 43 hours of reading services across providers. However, intensity of services was not significantly related to the estimated size of impacts on reading or math achievement.
"Impacts of Title I Supplemental Educational Services on Student Achievement" examines the potential achievement benefits of academic support services offered outside the regular school day by state-approved Supplemental Educational Service providers. As one of the parental choice provisions implemented with Title I funds under the No Child Left Behind Act of 2001, parents of low-income students in low-performing schools are offered a choice of Supplemental Educational Services (SES) for their children. In the six study districts located in three states (Connecticut, Ohio, and Florida), more eligible students applied for SES than could be served with available funds, requiring prioritization of SES to the lowest-achieving students among the eligible applicants. Oversubscription for SES is unusual among school districts, and the study’s six school districts are not nationally representative. The study uses a regression discontinuity design to obtain estimates of the impact of SES by comparing the outcomes of students just below and above the cutoff value for receiving services.
The main findings from the study are as follows:
- The study found no evidence of impacts on achievement of offering SES to students near the cusp of having access to services in six oversubscribed school districts. For grades 3–8, there were no statistically significant impacts of offering SES on student achievement in reading or in mathematics. Furthermore, the study found no statistically significant impact of participating in SES on student achievement in reading or mathematics.
- An average of 21 hours of SES per student for the school year were offered either in one-on-one or group sessions by providers that relied extensively on local school teachers to serve as SES instructors. Among students in the six districts who had received SES, 36 percent received tutoring in both reading and math, 55 percent received tutoring in only reading, and 9 percent received only math tutoring. Reading services in the study districts averaged 17.2 hours of tutoring for the school year, and math services averaged 12.5 hours for the school year. Teachers employed in the school district comprised, on average, 60 percent of the providers’ instructional staff in the six study districts. On average, 44 percent of provider services in the study districts were offered in groups of 2–5 students, 34 percent in one-on-one sessions, and 21 percent in groups of 6–10.
- The study found no evidence that observed provider characteristics and practices, including intensity of services, were significantly associated with stronger impacts. Providers varied in the average number of hours of math and reading services their students received, ranging from 0 to 27 hours of math services and from 0 to 43 hours of reading services across providers. However, intensity of services was not significantly related to the estimated size of impacts on reading or math achievement.
SES IS A MESS: Duncan to Florida: Tutoring Doesn't Work http://bit.ly/LbmUti
``SEC. 1003A. DIRECT STUDENT SERVICES.
``(a) State Reservation.--Each State shall reserve 3 percent of the
amount the State receives under chapter B of subpart 1 of part A for
each fiscal year to carry out this section. Of such reserved funds, the
State educational agency may use up to 1 percent to administer direct
student services.
``(b) Direct Student Services.--From the amount available after the
application of subsection (a), each State shall award grants in
accordance with this section to local educational agencies to support
direct student services.
``(c) Awards.--The State educational agency shall award grants to
geographically diverse local educational agencies including suburban,
rural, and urban local educational agencies. If there are not enough
funds to award all applicants in a sufficient size and scope to run an
effective direct student services program, the State shall prioritize
awards to local educational agencies with the greatest number of
students with disabilities, neglected, delinquent, migrant students,
English learners, at-risk students, and Native Americans, to increase
academic achievement of such students.
``(d) Local Use of Funds.--A local educational agency receiving an
award under this section--
``(1) shall use up to 1 percent of each award for outreach
and communication to parents about their options and to
register students for direct student services;
``(2) may use not more than 2 percent of each award for
administrative costs related to direct student services; and
``(3) shall use the remainder of the award to pay the
transportation required to provide public school choice or the
hourly rate for high-quality academic tutoring services, as
determined by a provider on the State-approved list required
under subsection (f)(2).
``(e) Application.--A local educational agency desiring to receive
an award under subsection (b) shall submit an application describing
how the local educational agency will--
``(1) provide adequate outreach to ensure parents can
exercise a meaningful choice of direct student services for
their child's education;
``(2) ensure parents have adequate time and information to
make a meaningful choice prior to enrolling their child in a
direct student service;
``(3) ensure sufficient availability of seats in the public
schools the local educational agency will make available for
public school choice options;
``(4) determine the requirements or criteria for student
eligibility for direct student services;
``(5) select a variety of providers of high-quality
academic tutoring from the State-approved list required under
subsection (f)(2) and ensure fair negotiations in selecting
such providers of high-quality academic tutoring, including
online, on campus, and other models of tutoring which provide
meaningful choices to parents to find the best service for
their child; and
``(6) develop an estimated per pupil expenditure available
for eligible students to use toward high-quality academic
tutoring which shall allow for an adequate level of services to
increase academic achievement from a variety of high-quality
academic tutoring providers.
``(f) Providers and Schools.--The State--
``(1) shall ensure that each local educational agency
receiving an award to provide public school choice can provide
a sufficient number of options to provide a meaningful choice
for parents;
``(2) shall compile a list of State-approved high-quality
academic tutoring providers that includes online, on campus,
and other models of tutoring; and
``(3) shall ensure that each local educational agency
receiving an award will provide an adequate number of high-
quality academic tutoring options to ensure parents have a
meaningful choice of services.''.
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