Special Report
Federal

Race to Top Sets Stage for ESEA Reauthorization

By Alyson Klein — February 05, 2010 6 min read

Some important clues to how the Obama administration intends to overhaul the Elementary and Secondary Education Act may be found in an indirect source: the detailed rules set out for states competing for $4 billion in grants under the economic-stimulus program’s Race to the Top Fund.

That competition offers an enticing carrot—grants ranging from an estimated $20 million to $700 million each—to states that make strides in four education redesign areas. Those priorities are: improving teacher effectiveness and distribution, ensuring rigorous collection and use of student and classroom-level data, turning around the lowest-performing schools, and bolstering academic standards and student assessments.

The four “assurances” states must make to qualify for the Race to the Top—echoed elsewhere in the stimulus law’s education provisions—are likely to form the basis for the U.S. Department of Education’s plans for the reauthorization of the ESEA, Secretary of Education Arne Duncan has signaled.

Schools and the Stimulus:
A Midterm Report
Overview
Dueling Objectives Mark Stimulus at Halfway Point
The Impact So Far
Multiple Stimulus Aid Streams Flow to Ed Tech
Private Sector Competes for Share of Stimulus Pie
Spec. Ed., Title I Aid Casts Long Stimulus Shadow
Stimulus Reflects Push for Teacher Effectiveness
Schools Stuck at Bottom Target of $3 Billion Push
Aid Lets Hard-Hit State Keep Programs Aloft
Fiscal Stability Allows for Long View on Stimulus
The Road Ahead
As Education’s Funding Cliff Nears, Anxieties Rise
Race to Top Sets Stage for ESEA Reauthorization
Web Extras
Live Webinar: Is the Stimulus Metting Its K-12 Goals?
Live Chat: Schools and the Stimulus: A Midterm Report
Interactive Map: Follow the Stimulus Money
Videos on the Stimulus

Those intentions are emphasized even more strongly in the fiscal 2011 budget proposal unveiled by the administration Feb. 1. The plan includes $3 billion in new competitive-grant funding, such as $1.35 billion to extend the Race to the Top beyond this year and $500 million in additional money for the separate Investing in Innovation program.

Broad Agenda

Education observers say the Race to the Top competition, in particular, encompasses much of the administration’s agenda. That includes encouraging the proliferation of high-quality charter schools and using student-achievement data to guide instruction and—at least to some extent—teacher pay.

“Race to the Top has everything in it,” said Vic Klatt, who served as an aide to Republicans on the House education committee for 15 years and is now a lobbyist with Van Scoyoc Associates in Washington. “There’s never been another program quite like it,” he said, since it touches on a myriad of policy areas, from what kinds of interventions states and districts should use in their lowest-performing schools to how they should decide which teachers to retain and promote.

Secretary Duncan’s strategy of spurring policy change at the state level through financial incentives—an agenda evident in various parts of the 2011 budget proposal—is getting an important test run in the Race to the Top competition.

Mr. Duncan appears to want to shift his department’s focus away from compliance and more toward innovation, said Andrew Smarick, a former department official in President George W. Bush’s administration and an adjunct fellow at the American Enterprise Institute in Washington.

The quality of states’ Race to the Top proposals—and the extent to which states follow through on their plans—will help determine whether that’s the right approach, he said.

New ESEA legislation could be introduced in the coming months to revise the current version of the law, the 8-year-old No Child Left Behind Act. But it’s far from clear that lawmakers have reached a consensus on the reauthorization’s principles. An ESEA renewal would have to compete with other domestic priorities, including shoring up the economy, overhauling financial regulations, and revamping energy and environmental policy.

Accountability Model

And the incentive approach has its limitations, Mr. Klatt said.

“I don’t see how [an incentive-only approach] could ever work in Title I,” Mr. Klatt said, referring to Title I grants to districts, which help cover the cost of educating disadvantaged students and are considered the main vehicle for implementation of the ESEA. “Essentially, we’d be saying that schools that continue to do badly don’t deserve any federal help, and that’s just not Title I.”

It also remains unclear what impact the policies that the department has encouraged states to adopt through the Race the Top could have on the accountability system at the heart of the No Child Left Behind edition of the ESEA.

The administration’s budget proposal includes language indicating the department wants to revamp or replace the model of adequate yearly progress, or AYP, which holds schools accountable for bring students to proficiency by 2014. The budget blueprint would seek to refocus that mechanism toward assuring that students are ready for college or a career.

Such efforts could be bolstered by the Race to the Top competition. States get an edge in winning those grants if they take part in an effort to create common academic standards. Right now, the main national effort in that area is being driven by the Council of Chief State School Officers and the National Governors Association.

So far, 48 states have signed on to the Common Core State Standards Initiative, in part, advocates say, to better position themselves for a Race to the Top grant. And the Education Department is helping to further the push by setting aside $350 million in economic-recovery money to aid states in developing common tests.

Regardless of which states win Race to the Top grants, the initiative could have a lasting impact on the way that student progress is measured under the ESEA, said Gene Wilhoit, the executive director of the Council of Chief State School Officers, in an interview before the budget proposal was released.

Under the NCLB law, schools must test students in reading and math at least once a year in grades 3-8, and once in high school. Schools that fail to meet achievement targets under the law, both for the student population as a whole and for individual subgroups, such as students in special education, are subject to increasingly serious sanctions. States are permitted to set their own standards and select their own assessments.

Mr. Wilhoit said the CCSSO-NGA initiative and the stimulus-funded common-assessments program could help address a perennial criticism of the current law: that it unintentionally rewards states for setting their standards low so that more schools can meet achievement targets.

“People are beginning [to consider] whether the current calculus that’s being used to determine [progress]would fit within the context of very high standards,” Mr. Wilhoit said.

Adjusting the System

That could pave the way for adjustments to the current accountability system as states begin to implement more-rigorous common standards, possibly including more of an emphasis on individual student growth. Such an approach is embraced in the adminstration’s budget proposal, which still will have to be considered by Congress.

The Race to the Top regulations also encourage states to adopt a number of strategies for turning around their lowest-performing schools, including closing schools and sending the students elsewhere, or turning schools over to charter-management organizations. The options also allow schools to try a comprehensive approach that includes removing the principal, adopting a new instructional program, and trying out merit pay, among other options.

A renewed ESEA could seek to codify those approaches. But education advocates may well contend that they are not appropriate for all schools, especially those that have had difficulty meeting the achievement targets under the current No Child Left Behind framework for one or two particular student subgroups or subjects.

That could put pressure on policymakers to pinpoint ways of intervening in those schools that are falling short in selected areas, perhaps through a menu of more-targeted strategies.

Related Tags:

Coverage of the American Recovery and Reinvestment Act is supported in part by grants from the William and Flora Hewlett Foundation, at www.hewlett.org, and the Charles Stewart Mott Foundation, at www.mott.org.
A version of this article appeared in the February 10, 2010 edition of Education Week as Race to Top Sets Stage for ESEA

Events

Student Well-Being Webinar Boosting Teacher and Student Motivation During the Pandemic: What It Takes
Join Alyson Klein and her expert guests for practical tips and discussion on how to keep students and teachers motivated as the pandemic drags on.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
A Holistic Approach to Social-Emotional Learning
Register to learn about the components and benefits of holistically implemented SEL.
Content provided by Committee for Children
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
How Principals Can Support Student Well-Being During COVID
Join this webinar for tips on how to support and prioritize student health and well-being during COVID.
Content provided by Unruly Studios

EdWeek Top School Jobs

Arizona School Data Analyst - (AZVA)
Arizona, United States
K12 Inc.
Software Engineer
Portland, OR, US
Northwest Evaluation Association
Proposal Writer
Portland, OR, US
Northwest Evaluation Association
CCLC Program Site Director
Thornton, CO, US
Adams 12 Five Star Schools

Read Next

Federal Congress Again Tries to Pass Eagles Act, Focused on School Shootings After Parkland
A group of bipartisan Congressional lawmakers is once again trying to get a law passed aimed at preventing school violence.
Devoun Cetoute & Carli Teproff
2 min read
Suzanne Devine Clark, an art teacher at Deerfield Beach Elementary School, places painted stones at a memorial outside Marjory Stoneman Douglas High School on Feb. 14, 2019 during the first anniversary of the school shooting in Parkland, Fla.
Suzanne Devine Clark, an art teacher at Deerfield Beach Elementary School, places painted stones at a memorial outside Marjory Stoneman Douglas High School on Feb. 14, 2019 during the first anniversary of the school shooting in Parkland, Fla.
Wilfredo Lee/AP
Federal Some Districts Extend Paid Leave Policies as They Hope for Passage of Biden Relief Plan
With federal provisions having expired, some school employees have had to dip into their own banks of leave for COVID-19 purposes.
5 min read
Linda Davila-Macal, a seventh grade reading teacher at BL Garza Middle School in Edinburg, Texas, works from her virtual classroom at her home on Aug. 31, 2020.
A teacher leads a virtual classroom from her home.
Delcia Lopez/The Monitor via AP
Federal President Biden Is Walking a 'Careful Tightrope' When It Comes to School Reopenings
CDC guidance and confusion over his rhetoric turn up the pressure, and could overshadow progress in schools and nuanced public opinion.
9 min read
President Joe Biden answers questions during a televised town hall event at Pabst Theater in Milwaukee on Feb. 16, 2021.
President Joe Biden answers questions during a televised town hall event in Milwaukee earlier this month.
Evan Vucci/AP
Federal White House Unveils New Money to Aid COVID-19 Testing in Schools, But Says More Is Needed
Federal agencies will use $650 million to expand testing in schools and "underserved communities" such as homeless shelters.
2 min read
Image of a coronavirus test swab.
The White House announced new money to help schools test students and staff for COVID-19, but it said more aid is necessary to scale up those efforts.
E+