Recently, I sat through a daylong bootcamp sponsored by the Tennessee Educational Equity Coalition to take in additional information about the new federal education law: The Every Student Succeeds Act (ESSA). After the third person inquired into my reason for being there, I began to wonder ‘Why in the hell am I sitting through hours of policy talk?’
Because it matters.
Sure, the federal law seems as far away from the classroom as the distance from Nashville to D. C., but it’s in how a state responds to the law that should make parents say, “wait, what?”
Why It Matters
When you live in a southern state and are aware of the history and vestiges, thereof, and happen to be a person of color, it’s difficult to trust the system to work on your behalf.
Yet, by all accounts, Tennessee has crafted a solid plan to satisfy ESSA requirements and meet the needs of all of children. State leaders asked for feedback from a wide range of people and got it. They even made adjustments based on that feedback before turning the plan into the feds in April. This plan has a direct impact on our kids. It affects teaching in the classroom, how students are tested, how states will track the quality of each school and report that back to parents, and what they’ll do if kids aren’t getting what they need. Note: just because some people say it’s a good plan, doesn’t mean you should hand over the education of your children to something that may or may not be true — for you.
So, for several months I’ve pored through portions of the plan and sat through several meetings on ESSA with education commissioner Candice McQueen speaking passionately about meeting the needs of all children. I believe her passion, but it just doesn’t align to the “all means all” commitment.
You See, There’s This Subgroup…
You may remember the hoopla around subgroups during the advent of No Child Left Behind. Also known as nickelby, NCLB forced school districts to pinpoint achievement across demographic groups for each child. For instance, a black female low-socioeconomic special education student would be listed across four subgroups – Black, Female, Low-Socioeconomic, and Students with Disabilities.
Today, under ESSA that same student would be combined with Hispanic and Native American students in a grande group (the state calls it a super subgroup) known as BHN, Black, Hispanic, and Native American. During the bootcamp, we had the pleasure of hearing from TNDOE executive director of accountability Mary Batiwalla, who works hard to distill findings in an effort to make it palatable for the masses. Though, the explanation supporting the creation of the grande group was not satisfying. Batiwalla explained that without the grande group, 43,000 students would be left unaccounted for, but offered little information about the composition of this group when asked. Look, I’m no statistician, but where there’s a will, there’s a way. I believe if the will outranked the need for neat calculations, there would be no BHN.
And I’m Not Alone
The bootcampers were also privileged to hear from Liz King, director of education policy for The Leadership Conference on Civil and Human Rights. King explained the role her coalition plays to ensure historically underserved groups are provided the basic civil right of an excellent education. Most poignantly, King expressed concerned about combining the three groups into one group as each have very different experiences. I think I may have said “amen” out loud, but one can never be sure about these things.
What I am sure about is the need to stay woke. It’s more than just a cool saying. You must ensure your child is counted and we must see to it that BHN gets the proper consideration. Because, after all, what gets measured gets handled.
So, I will stay up-to-date on Tennessee’s plan for ESSA, it’s “all means all” promise, and a couple of additional issues that I will write about in the coming weeks.