Equity and Early Implementation of the Every Student Succeeds Act in State-Designed Plans During Covid

Datos Bibliográficos

ID21582008
AutoresJennifer B Ayscue (0000-0002-2900-5417, North Carolina State University, Raleigh, NC, USA, autor de correspondencia), Lance D Fusarelli (North Carolina State University, Raleigh, NC, USA), Elizabeth M Uzzell (0000-0002-9835-1938, North Carolina State University, Raleigh, NC, USA)
Año2023
Volumen37
Número7
Páginas1917-1949
Fecha de publicación2023-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Policy (JOURNAL)
Identificadores de la revistaISSN: 0895-9048 • E-ISSN: 1552-3896
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/08959048221130994
OpenAlexW4308475346
IdiomaEN
Citas recibidas6
Referencias citadas24

The Every Student Succeeds Act (ESSA) reverses a trend toward centralization of education policy and instead provides greater authority to the states. This study explores states’ interpretation and early implementation of ESSA’s equity-related provisions. Using a qualitative case study approach, we find wide variation in the design and implementation of equity-related provisions. We provide an overview of implementation efforts and highlight states that are making significant strides and those that are lagging behind. Our findings highlight the need to build capacity at the state and district levels and to better understand the role of state education agencies in implementing ESSA

2019-20 coronavirus outbreak · Lagging · Political science · Public relations · Computer Science · Education Discipline and Inequality · Law · Medicine · Parental Involvement in Education · Public Administration · School Choice and Performance