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Tennessee
Developed a School Improvement Support Network as part of a redesigned Office of School Improvement to help districts craft plans to improve low-performing schools. The network trains district and state officials on understanding the needs of low-performing schools, and identifying the root causes of their problems, employing data in the school improvement process.
New York
Set initial long-term goals for the first five years of ESSA plan implementation and will continuously update its goals for achievement and graduation rates annually. That way the goals can be regularly adjusted based on student outcomes over time.
Ohio
Working with Proving Ground, an initiative out of Harvard University, to study the impact of evidence-based interventions on low-performing schools.
New Mexico
Working to develop a “real time” data system that will help the state and schools answer questions like how many 9th graders are behind where they need to be in terms of credit, or how many students have transferred from one school to another. Has reached out to the education community to get feedback on the state’s submitted ESSA plan.
Vermont
Districts and schools must submit “continuous improvement” plans to the state that take into account both quantitative data such as test scores and graduation rates and qualitative data from school quality reviews performed by neighboring educators.
