When Equity Is Optional
A series exploring how states used ESSA’s flexibility to take different approaches to school accountability—and the consequences of those choices for students.
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In our When Equity Is Optional series, we analyzed data from the first year of ESSA implementation in 10 states (Arizona, Connecticut, Florida, Indiana, Louisiana, Michigan, Mississippi, New Mexico, Ohio, and Washington) and found that states have used ESSA’s flexibility to take wildly varied approaches to school ratings and school improvement.
The likelihood a school was identified for support varied widely by state. Some states identified half, or more, of the public schools they serve, while others identified fewer than 5% of schools. While some states ensured that the lowest-rated schools were consistently identified for support under ESSA, other states made choices that resulted in low-rated schools being overlooked. As a result, students in low-performing schools—who are much more likely to be students of color or from low-income families—in different states have very different odds of receiving the support they need to improve.
When Equity Is Optional Series
When Equity Is Optional: Students of Color More Likely to Attend Low-Rated Schools
School ratings can reveal disparities in the quality of education different groups of students receive. Black and Latino students were more likely to attend low-rated schools than White students.
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When Equity Is Optional: Low-Graduation-Rate High Schools and the 67% Threshold
ESSA requires states to identify high schools where fewer than 67% of students graduate for comprehensive support and improvement (CSI). This might seem like a bright-line rule that would affect states similarly, but the likelihood that high schools were identified varied widely.
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When Equity Is Optional: Do School Ratings and Accountability Systems Send Consistent Signals?
Across 10 states, many schools with low ratings were overlooked to receive additional help and supports from their state and school district.
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