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National Assessment of Educational Progress (NAEP)
NCLB required all states receiving grants Title I-A grants to participate in NAEP tests in 4th and 8th-grade reading and mathematics to be administered every two years, with all costs to be paid by the federal government. NAEP is a series of ongoing assessments of the academic performance of representative samples of students primarily in grades 4, 8, and 12. Previously, all state NAEP participation was voluntary, with additional NAEP costs borne by participating states. (Essentialist) -
No Child Left Behind Act (NCLB)
A re-authorization of the primary federal law regulating K-12 education; the Elementary and Secondary Education Act of 1965. NCLB supported standards-based education reform, built on the Essentialist philosophy that setting high standards and setting measurable goals for schools would improve individual outcomes for public school students. The Act required states to develop standardized assessments to give to all students at certain designated grade levels in order to receive federal funding. -
Carl D. Perkins Career and Technical Education (CTE) Act
The Carl D. Perkins CTE Act of 2006 (Perkins IV) is the fourth reauthorization of the Carl D. Perkins Act of 1984, an evolution of the Smith-Hughes Act of 1917. Perkins is a principal source of federal funding to states and discretionary grantees for the improvement of secondary and postsecondary CTE education programs. The purpose of the Act is to more fully develop the academic, career, and technical skills of secondary and post-secondary students who enroll in CTE programs. (Progressivism) -
California High School Exit Examination (CAHSEE) - Graduation Requirement
After a two year delay from 2004 when it was originally supposed to be implemented, beginning with the Class of 2006, students in California public schools were required to pass the CAHSEE to demonstrate competency in grade-level skills in reading, writing, and mathematics before they were able to earn a high school diploma. The exam was aimed to hold students accountable and to identify students who were not developing skills that are essential for life after high school. (Essentialism) -
Higher Education Opportunity Act (HEOA)
A re-authorization of the Higher Education Act (HEA) of 1965, the HEOA continues to provide students the opportunity to access, enter, and succeed in postsecondary learning. The legislation is aimed at educational equity through authorizing services and support for less-advantaged students. The HEOA governs student-aid programs, federal aid to colleges, and oversight of teacher preparation programs, with the renewal simplifying Federal Pell Grants, and streamlining the FAFSA. (Reconstructionism) -
American Recovery and Reinvestment Act (ARRA)
The ARRA, a response to the Great Recession of 2008, was enacted to jumpstart the economy, create or save jobs, and begin addressing neglected challenges to adjust into the 21st century. The Act includes measures to modernize U.S. infrastructure, enhance energy independence, expand educational opportunities, preserve and improve affordable health care, provide tax relief, and protect those in greatest need. Notable: Title I School Improvement Grants totaling $3 billion. (Essentialism) -
Race to the Top (RTTT)
Funded as part of the ARRA of 2009, the federal response was designed as an incentive and funding program to promote education reform in public school districts across the country. States competed through submitting individual comprehensive plans to recieve RTTT funds, and also worked together to produce the Common Core State Standards, adopted by 48 states. Created to "incentivize excellence", spur reform and launch a race to the top in America’s public schools. (Essentialism) -
Common Core State Standards
A set of academic standards in math and ELA, collaboratively designed by teachers, school chiefs, administrators, and other experts. The learning goals outline what a student should know and be able to do at the end of each grade. Created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. Response to lost ground to international peers, and stagnant academic progress. (Essentialism) -
Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (Senate Bill 48)
CA Education Code changes prescribe the inclusion of the contributions of various groups in the history of CA and the U.S. To include a study of the role and contributions of men and women, Americans of Native, African American, Mexican, Asian, Pacific Islander, and European descent, LGBT Americans, persons with disabilities, and other ethnic and cultural groups, to the economic, political, and social development of CA and the U.S. with emphasis on role in the present-day. (Progressivism) -
Deferred Action for Childhood Arrivals (DACA)
The U.S. began accepting DACA applications in August 2012 through a federal immigration policy that protected young people, known as “DREAMers,” who entered the U.S. unlawfully as children. The program did not grant them official legal status or a pathway to citizenship, but it allowed them to apply for a driver’s license, social security number, and work permit, and deferred deportation. The Conditional residency of the undocumented students includes educational requirements. (Progressivism) -
Local Control Funding Formula (LCFF)
Represents a shift for CA, the first comprehensive change in the state's education funding system in 40 years. LCFF establishes uniform grade span grants, with funding through a combination of local property taxes and state funding. CA’s LCFF accountability and continuous improvement system is based on a three-tiered framework; tier 1, general assistance, tier 2, Differentiated assistance, and tier 3, intensive intervention. (Progressivism) -
Next Generation Science Standards (NGSS)
NGSS has three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time. This 3D learning includes Crosscutting Concepts that help students explore connections, investigative Science and Engineering Practices and Disciplinary Core Ideas that build upon each other. (Progressive) -
Local Control and Accountability Plan (LCAP)
Made a requirement under LCFF, the LCAP is a tool for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes. The eight priority areas are dictated by the state of CA, yet the specific goals and targets within each area are largely determined by each school district. In this way, districts have more authority to spend resources in a way that is better aligned with the needs of the community and students. (Progressivism) -
Individuals with Disabilities Act (IDEA)
A re-authorization of the IDEA of 2004, the legislation lays out regulations and safeguards applying to children receiving special education (SE) services. Under the IDEA, all children with disabilities are entitled to a Free Appropriate Public Education (FAPE) in the Least-Restrictive Environment. Some students are entitled to Early Intervention and an Extended School Year. IDEA assures public school children with disabilities who are eligible for SE receive a FAPE. (Reconstructionism) -
Every Student Succeeds Act (ESSA)
ESSA, a re-authorization of the NCLB Act, is the primary federal law regulating K-12 education. States must set goals for increasing the percentage of students who reach state standards in reading and math and for raising graduation rates. The goals have to be set for all students, focusing on students who are low-income, from major racial/ethnic groups, have disabilities or are English learners. States must require improvement for all groups, to narrow achievement gaps. (Progressivism) -
California Healthy Youth Act (CHYA)
The controversial CA legislation requires public and charter school districts to ensure that all pupils in grades seven to twelve, inclusive, receive comprehensive sexual health education and HIV prevention education. The CHYA requires CA students to be taught the content once in middle school and once in high school. All instruction in all grades must be age-appropriate and medically accurate and parents must be notified prior to instruction. (Reconstructionism) -
California English Learner (EL) Roadmap
The CA education policy ushers in a new era of EL education that embraces linguistic diversity as an asset while providing the supports necessary to allow ELs meaningful access to an intellectually rich and engaging curriculum.. The Roadmap better serves CA's large population of ELs to attain college and career-ready standards and promotes the diversity of the state as it thrives in a global economy and culture of learning, innovation, and technology. (Reconstructionism) -
CAHSEE - Eliminated
California Legislature eliminated CAHSEE as a graduation requirement and districts were instructed to retroactively issue high school diplomas to students who met every other graduation target but failed the exam. The CAHSEE was also repealed from the CA Education Code. Supporters believe the test no longer aligned with the new Common Core, and disproportionately affected students of color, English Learners, and socioeconomically disadvantaged students. (Progressivism/Reconstructionism) -
Child Hunger Prevention and Fair Treatment Act (Senate Bill 250)
The federal ACT requires local educational agencies (LEAs) to develop a plan to ensure that a pupil whose guardian has unpaid school fees is not shamed or treated differently. It also prohibits personnel from taking action that denies or delays a nutritional meal to a pupil. LEAs must identify families with unpaid school meal fees and exhaust all options to directly certify the pupil for free or reduced-price meals, and reimburse school meal fees to qualified pupil families. (Reconstructionism) -
American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER)
The federal stimulus funds were provided to State educational agencies and school districts to help safely reopen and sustain the safe operation of schools and address the impact of the COVID-19 pandemic on the nation’s pre-K–12 students. ESSER III funds require schools to develop a plan for uses of the funds that address students’ academic, social, emotional, and mental health needs, and the opportunity gaps that existed before, and were impacted by the pandemic. (Reconstructionism) -
Sign of the Times
The policy reforms and practices in focus on this timeline have trended from progressivism and reconstructionism. Overall, education in America is of the Essentialist philosophy, yet these state and federal policies and practices show the education field is often operating under multiple and competing philosophies. This is a sign of an educational landscape that is responding to and forging through changes that are calling for more learner-centered, relevant, humanistic school reform models.