History of the

Elementary &
Secondary Education
Act of 1965
By: Nermin Fialkowski
Progression of Elementary &
Secondary Education Act of 1965
1965
Elementary & Secondary Education Act of
Lyndon B. Johnson
1965

2001

No Child Left Behind George W. Bush

2015
Every Student Succeeds Act Barak Obama
Elementary & Secondary
Education act of 1965

1965
Elementary
&
Lyndon B.
Secondary
Johnson
Education
Act of 1965
Elementary & Secondary
Education act of 1965
• President Lyndon B. Johnson’s response to “War on Poverty”
o Emphasis on equal access to education, high standards and accountability
o Commitment to equal and quality education for all

• Comprehensive and extensive Federal Legislation that funds public

elementary and secondary schools
o Title I
§ Provide funding to school districts, so that all children (especially low-income)
could have access to a basic education (About Title I)
Purpose of ESEA 1965
• Created in response to President Johnson’s “War on Poverty”
o Four pieces of legislation
§ Elementary & Secondary Education Act
– The nations first goal is to provide all students with a full educational opportunity (About Title I).
o Food Stamps
o Social Security
o Economic Opportunity

• ESEA offered services to students based on their educational needs

o Regardless of their socioeconomic status, students were entitled to the services, as
long as they were struggling academically (The History of the Elementary and Secondary
Education Act)
§ Close the academic achievement gap
Impact on Assessment
• The federal government needs a way to monitor and track student progress
and success in demonstrating an equal and quality education to all (The ABC’s of
ESEA, ESSA and No Child Left Behind)
o Testing satisfied these conditions
§ Attempt to holds schools accountable
– Check progress of different student groups
o Soon demonstrated that certain groups where being left behind because schools were not held
accountable for their individual progress and growth (Accountability)

• Annual testing reflects students’ learning of high standards

o Tests should be used to help identify a child’s strengths and weaknesses, so that
learning can improve for that child (Accountability)

• ESEA created programs that greatly influence our school today

o Title I- Financial Assistance To Local Educational Agencies For The Education Of
Children Of Low-Income Families
o Title VIII- Bilingual Education Programs
Reauthorization of Elementary &
Secondary Education act of 1965

2001
No
Child George
Left W. Bush
Behind
No Child Left Behind
• Created by the notion that setting high standards and establishing
measureable goals would improve education
o Rooted in concerns that the U.S was not internationally competitive
o Major Objectives (The History of the Elementary and Secondary Education Act)
§ Increase accountability for student achievement
§ Promote the use of evidence-based practices
§ Improve the quality of instruction
§ Increase school choice options
o Close achievement gap

• Standardized-based education
o Require states to develop assessments in math, reading, and science
§ Assess students annually (Adequate Yearly Progress)
§ Schools had to implement in order to receive funding
o Rewarded improving schools & punished failing schools
§ Students in Title I schools that did not progress within two years, were allowed to transfer to
another school in their district (A Guide to Education and No Child Left Behind)
Impact on Assessment
• Standardized-based education
• States were required to adopt academic standards for mathematics, reading,
and science, and establish assessments that were aligned to these standards
(Evolution of the Elementary and Secondary Education Act 1965 to 2015)

• These standards define what all children should know and be able to do to be
considered proficient (Elementary & Secondary Education Act (ESEA)/No Child Left Behind (NCLB))
o State assessments are the way schools must prove that they have successfully taught
their students.
§ Test from 3rd – 8th grade, then once more in high school
– Standardized Testing & Reporting (STAR)
o CST (California Standards Test)
– California High School Exit Examination (CAHSEE)
§ Testing includes students with disabilities
Reauthorization of Elementary &
Secondary Education act of 1965

2015
Every
Student Barak
Succeeds Obama
Act
Every Student Succeeds Act
• Maintains an expectation that there will be accountability and action to effect
positive change in our lowest-performing schools
o Advances equity by upholding critical protections for America's disadvantaged and
high-need students
§ Includes groups of students who are not making progress, and where graduation rates are
low over extended periods of time

• A focus that students be taught to high academic standards that will prepare
them to succeed in college and careers.
– Something ESEA and NCLB did not include
• Helps to support and grow local innovations
o Evidence-based and place-based interventions developed by local leaders and
educators
• Increases investment and reaches out increasing access to high-quality
preschools
• Uses evidence based practices
Every Student Succeeds Act (ESSA)
Intention Behind ESSA
• ESSA was created as an reauthorization of ESEA, in response to NCLB.
o NCLB became increasingly unworkable for schools and educators
o Criticized for setting unrealistic goals and placing too much authority on education
policy with the federal government (Every Student Succeeds Act: Information and Resources)
o ESSA returns authority to state and local education leaders
§ Creation of state-designed accountability systems (Every Student Succeeds Act: Information
and Resources)
§ Greater authority over how testing is used in evaluation of students and uphold
policies to ensure the lowest-performing schools and groups of students are not
ignored (Every Student Succeeds Act: Information and Resources)
§ Clear goal of fully preparing all students for success in college and careers (Every
Student Succeeds Act (ESSA))
Intention Behind ESSA
• The new law builds on key areas of progress in recent years. Determine by
feedback from educators, communities, parents, and students (Every Student
Succeeds Act (ESSA))

• Students have changed, so it’s time for education to change. School

graduation rates are high while dropout rates are low. And more students
are going to college than ever before. So it is important to have a focus on
expanding educational opportunities and improving student outcomes
(Every Student Succeeds Act (ESSA))
Impact on Assessment
• Ensures that vital information is provided to educators, families, students,
and communities through annual statewide assessments that measure
students' progress toward those high standards (Every Student Succeeds Act (ESSA))
• A focus that students be taught to high academic standards that will prepare
them to succeed in college and careers.
o State Testing: California Assessment of Student Performance and Progress
§ Smarter Balanced Assessment Consortium
– Used as a college math placement entrance exam
o Last year only 11% of our students met or exceeded the SBAC Mathematics Standards

• Moves away from high-stakes testing by no longer requiring states to consider

schools and teachers “failing” if students don’t score highly enough on tests
o Eliminates Adequate Yearly Progress requirements (What Does ESSA Mean for Assessment?)
http://neatoday.org/2015/12/09/every-student-succeeds-act/
Resources
• A Guide to Education and No Child Left Behind. [PDF]. Retrieved from: https://www2.ed.gov/
nclb/overview/intro/guide/guide.pdf

• About Title I. ESEA Network. Retrieved form: https://www.eseanetwork.org/about/titlei

• Accountability. Education Post. Retrieved from: https://educationpoost.org/converstaion/blog/

accountability/

• Elementary & Secondary Education Act (ESEA)/No Child Left Behind (NCLB).
National Center for Learning Disabilities. Retrieved from:
https://www.ncld.org/archives/action-center/learn-the-law/esea-nclb

• Every Student Succeeds Act (ESSA). U.S. Department of Education. Retrieved from:
https://www.ed.gov/essa

• Every Student Succeeds Act: Information and Resources. The National Conference of
State Legislatures. Retrieved from: http://www.ncsl.org/ncsl-in-dc/standing
committees/education/every-student-succeeds-act-essa-information-and
resources.aspx
Resources
• Evolution of the Elementary and Secondary Education Act 1965 to 2015. The Hunt Institute.
[PDF]. Retrieved from: http://www.hunt-institute.org/wp-content/uploads/2016/
09/Development-of-the-Elementary-and-Secondary-Education-Act-August-2016.pdf

• The ABC’s of ESEA, ESSA and No Child Left Behind. Education Post. Retrieved from:
https://educationpost.org/the-abcs-of-esea-essa-and-no-child-left-behind/

• The History of the Elementary and Secondary Education Act. Retrieved from:
http://3fl71l2qoj4l3y6ep2tqpwra.wpengine.netdna-cdn.com/wpcontent/uploads/
2014/07/ESEA.pdf

• What Does ESSA Mean for Assessment? ETS Open Notes. Retrieved from: http://news.ets.org/
stories/what-does-essa-mean-for-assessment/
 Reflection of The History of the Elementary and Secondary Education Act of 1965

Impact of Assessment
Under the Every Student Succeeds Act, state testing in California is under the California
Assessment of Student Performance and Progress. Students at my high school take the Smarter
Balanced Assessment Consortium (SBAC), during their Junior year in both English and
Mathematics. Even though students take the SBAC during their Junior year, their scores follow
them into their Senior year and affects their future. As of lately, SBAC math scores are now
used as a college entry placement exam, over taking the Entry-Level Mathematics Test needed
for entering the California State University (CSU) system. Students at my district are part of a
program called Compact for Success, which is a partnership with our local CSU, San Diego State
University. From 7th-12th grade, student must satisfy and meet all A-G requirements, in addition
to other conditions, but are ultimately guaranteed admission to San Diego State University. One
of these “additional conditions” includes passing both the English and Mathematics portion of
the SBAC. Unfortunately, this additional condition places many of my students at a
disadvantaged. During the 2017-2018 school year, only 11% of the Juniors at my high school
met or exceeded the SBAC Mathematics Standards, yet 70% of them meet the A-G
requirements.
Last year’s low test scores have placed a focus on best preparing our students for this
year’s SBAC. Preparation includes exposure to the SBAC interface and question types. The
SBAC exam is completed online, with questions that include students explaining their reasoning,
word problems and free response questions. I prepare my students by having SBAC practice
once a month during class. Students bring in their district provided laptops and go through the
California Assessment of Student Performance and Progress website, and complete practice
tests. This preparation impacts my teaching, by placing my content curriculum on hold while we
do SBAC practice during class time. Students’ learning is also placed on hold during SBAC
testing. Last year our school site pulled students out of their math class for a week (and then
again for an additional week during their English class) to complete the SBAC. It was hard to
balance my math classes during this time. Should I continue to teach, even though half of my
students are missing? Or should I wait for them to come back? But what should I teach in the
meantime to students who are not testing? My classes this year are filled with 50% Juniors and
50% Seniors. When we do SBAC practice, all my students participate in the practice, even
though my Seniors have already taken the SBAC. I remind them that SBAC practice, is good
math practice, and a good preparation for college mathematics. Students’ responses to
standardized testing are usually negative, they feel that it is daunting, long, and difficult to
understand; wording is often confusing, and many students at my site are English Language
Learners.

Delivery Method & Audience

For my work on the History of the Elementary and Secondary Education Act of 1965
(ESEA), I selected a PowerPoint as method of delivery. The reason I selected a PowerPoint, is
to present and highlight the key components of the Elementary and Secondary Education Act of
1965, and it’s reauthorization under No Child Left Behind (NCLB) and Every Student Succeeds
Act (ESSA). The PowerPoint, versus a paper, addresses the most pertinent information.
Through bullet-point format, I am to demonstrate linearity between topics and sub-topics. I am
also able to physically highlight key words that support the purpose of ESEA, such as: equal and
quality education, high standards, accountability, achievement gap, evidence-based practices,
college and career readiness, and bilingual programs. The main reason for selecting a
PowerPoint as my method of delivery, is based off my audience choice.
The audience members of my History of the Elementary and Secondary Education Act of
1965 are the parents of my school site. The intention of my PowerPoint is for the information of
ESEA to be shared with parents during orientation, progress report meetings and English Learner
Advisory Committee meetings. The reason I want to share this information with parents is
because they are stakeholders in their students’ education and in the district. It is important that
they are aware and informed of their students’ education. Our site is a Title I school, which is
directly affected through ESEA. And now through ESSA there is an expectation that there will
be accountability and action to effect positive change in low-performing schools. It advances
equity by upholding critical protections for America's disadvantaged and high-need students.
There is a focus that students be taught to high academic standards that will prepare them to
succeed in college and careers. Additionally, ESSA is related to our schools Mission Statement
and Raider Way. The Raider Way has students actively engage in their learning and personal
growth by: having high expectations, communicating effectively, appreciating diversity,
becoming life-long learners, and becoming confident individuals.

Additional Questions
During my exploration of the History of the Elementary and Secondary Education Act of
1965, I found out that it is the foundation of two pertinent Titles that directly affect my school,
Title I (Financial Assistance To Local Educational Agencies For The Education Of Children Of
Low-Income Families) and Title VIII (Bilingual Education Programs). I explored many sites
and resources that dove into the history of state testing, as well as its necessities; as a way to
measure students’ progress towards high standards. I learned the logistics and purpose of No
Child Left Behind. I remember it being a buzzword during my high school career, in which my
Spanish teacher had every student write out the standard of each day on our class assignments. I
also have an understanding as to why California’s State Testing has shifted over to California
Assessment of Student Performance and Progress, with a focus on college and career readiness,
and providing States and Districts with more authority than the Federal Government, which was
the case with No Child Left Behind.
This exploration only reinforced why I choose Assessment as one of my Specializations:
1- as a way to inform my instruction and 2- assessment is a tool that directly affect my students’
futures. During my first Practitioner Inquiry in ATP 600 I learned that more than 60% of all
community college students in California are placed into remedial classes. This high rate of
remediation suggests that there is a widespread lack of college preparation among recent high
school graduates (Shelton & Brown, 2010). There is evidence from high school standardized
tests that support this claim (California Department of Education, 2008). Although students are
underperforming in standardized tests, it does not mean they are not successful in their high
school career. Students are still meeting the minimum course requirements for university
admission, but are placed into remedial classes. At the core of this epidemic is a misalignment
between the high schools’ California Standards Test (CSTs) and the California Community
College (CCC) placement test. California Standards Test has now been replaced by Smarter
Balanced Assessment Consortium (SBAC) as California’s Standardized Test. Although the high
school standardized test has changed since this publication, I believe the findings are still very
relevant, especially in my own school. Data from my school suggests a large discrepancy
between students meeting college/university admission and their SBAC scores. Looking at the
2017-2018 school year, 70% of our students meet the A-G requirements, but only 11% met or
exceeded the SBAC Mathematics Standards.
What is next for me in my learning, is to learn about methods of effective assessment to
guide my instruction, and for a way to best support and prepare my students during their state
testing, since it has an influence over their future. One of my goals is to close the large influx of
students entering college at a remedial math level. This can be done through proper preparation
and high expectations.

Resources

Shelton, A., & Brown, R. (2010). Measuring the Alignment of High School and Community
College Math Assessments. Journal of Applied Research in the Community
College, 18(1), 6-15.