WASHINGTON, DC – Denise Marshall, executive director of The Council of Parent Attorneys and Advocates, Inc. (COPAA) released the following statement regarding the Every Child Achieves Act (ECAA) amending the Elementary and Secondary Education Act (ESEA) scheduled for mark-up on April 14, 2015 by the Senate Health, Education, Labor and Pensions Committee.
“In January, COPAA made recommendations to improve the Senate ESEA draft proposed at that time.
Today, we want to thank Chairman Alexander and Ranking Member Murray
for listening because most of the pivotal provisions we requested are
now part of the ECAA -- including a 1% state cap of all students on the
use of alternate assessments based on alternate achievement standards
for students with the most significant cognitive disabilities. Giving
standardized tests to all students, including children with
disabilities, is essential to identifying whether public schools are
effectively educating our children. Students with disabilities can
learn, graduate, go to college, work and contribute to society. We know
that the biggest challenge they face is low expectation. Limiting the
number of students on the alternate assessment is critical to keep
expectations high.”
In a letter
to Senators Alexander and Murray, COPAA highlighted several provisions
as major progress for students with disabilities such as: requiring
annual statewide, standardized assessments; prohibiting states from
developing additional alternate or modified standards; and, adding
importing clarification so parents understand the decision to place a
student in an alternate assessment. COPAA’s letter also stated that
without strengthened accountability for students not making gains, COPAA
would be unable to support the bill.
“Despite
the bill’s progress,” Marshall continued,” the ECAA still lacks strong
accountability when student groups fail to meet state-set goals. One
purpose of testing is to highlight where districts and schools are
successful and where they are not – so that the state can identify where
to help target effective intervention. Without accountability, students
in schools and/or districts who are making little or no progress may
never receive the attention, support or intervention they need. This is
unacceptable. States must be held accountable via Title I dollars for
the achievement of all groups of students.”
COPAA also asked for:
· Requiring
states and districts to report results including data related to
enrollment and performance for all student groups with the only
exception being if an “n” size in a cell falls below 10.
· Allowing
the Secretary to regulate on key provisions in ESEA to protect the
civil rights of students and enforcing the written law.
Marshall
concluded, “Many students with disabilities have learned to read, do
math and graduate from high school because of the higher expectations
and accountability under current provisions of ESEA. Congress must
maintain the important historical commitment ESEA makes to our nation’s
children who are most in need of the instruction and support that leads
to academic achievement. Achievement for every child really matters and
when students are struggling, we need assurance that something will be
done about it. We urge Congress not to step back from this important
promise.”Contact Congress about the Every Child Achieves Act Today, click here
More about COPAA's work on reauthorizing ESEA
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