State and school district leaders, whether relative newcomers to ESSA or entrenched in implementation, will find detailed information on states’ plans, policy, and research on educational practices in AIR’s ESSA Co-Pilot. The following 13 resources were chosen by AIR experts as the best entry point into this broad and deep topic.
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In this section, SEAs describe how their plans to use funds, including Title IV, Part A, to support state strategies and local use of funds to ensure that all students, from Pre-K to 12th Grade, have the opportunity to meet academic and career and technical standards and graduate with a high school diploma. Each SEA must also address program-specific requirements in this section, including those for migrant students, neglected, delinquent and at-risk students, homeless students, English learners, and rural students.
In this section, SEAs set long-term goals for three required areas: academic achievement, graduation rate, and English language proficiency. SEAs may include additional long-term goals outside these areas.
In this section, SEAs describe stakeholder engagement and consultation efforts, including how they collected and incorporated input from stakeholders, met public comment requirements, and consulted with the Governor on the plan.
In this section, SEAs provide information about high school end-of-course mathematics assessments and strategies to prepare students for and provide access to advanced mathematics courses in middle school.
In this section, SEAs describe their accountability, support, and improvement system including elements of their accountability system (i.e.
In this section, SEAs that intend to use funds under one or more of the included programs for certification and licensure systems, educator preparation program strategies, or educator growth and development systems, must provide a description with the necessary information.