My Observations on the Alexander-Murray ESEA Reauthorization Draft, Part II
I have been reading the Alexander-Murray, Senate reauthorization draft of the Elementary and Secondary Education Act of 1965 (ESEA), which they have entitled, Every Child Achieves Act of 2015.
The Alexander-Murray draft is scheduled to go before the Senate education committee on April 14, 2015.
In my first post, I wrote about my impression of key issues in the first 136 pages (out of 601 total) of the Alexander-Murray reauthorization draft. (The full draft can be read here.)
Below I add some details from the first 136 pages not included in my first post. These investigations are the result of inquiries from readers. The notes immediately following concern money, state standards, alternate standards, assessments, alternate assessments, and special populations (students with cognitive disabilities; English language learners).
Here are those additional observations:
Page 12: Regarding federal funding, the Alexander-Murray document does not include specific dollar amounts. For funding 1) local education agency grants, 2) state assessments, 3) education of migratory children, 4) prevention and intervention programs for children and youth who are neglected, delinquent, or at-risk, 5) federal activities, and 6) school intervention and support, the Alexander-Murray reauthorization document, Section 1002, states, “…there are authorized to be appropriated such sums as may be necessary for each of fiscal years 6 2016 through 2021.”
Page 29: State standards are to be “aligned with [college] entrance requirements, without the need for remediation.” This does not mean that students might not require remediation; only that the standards account for what academic exposure is required of students upon acceptance to college. Also, state standards need to be “aligned My Observations on the Alexander-Murray ESEA Reauthorization Draft, Part II | deutsch29:
