Schools with large ESL and special education students are held to the same test score standards as their native English-speaking, non-special education students. By the last count, nearly half of all American public schools are now considered failing.

it moves the accountability for tests scores down from the state to the individual teachers.

ESSA allows states to break the tests into “smaller components that can be given throughout the school year

NCLB, required a State educational agency (SEA) to hold schools accountable based solely on results on statewide assessments

the ESSA no longer requires a particular sequence of escalating interventions in title I schools that are identified and continue to fail to make adequate yearly progress (AYP). Instead, it gives SEAs and local educational agencies (LEAs) discretion to determine the evidence-based interventions that are appropriate to address the needs of identified schools.

States that wanted their fair share of federal funding were required to fix schools that failed to improve test scores adequately

The law authorizes the spending of $24.9 billion in 2016, again subject to the spending bill now being finalized by Congress.

The education law sets policy, and does not spend money directly — that's done through annual spending bills.

olely on student academic achievement and primarily used state reading and math test scores

But the federal government can’t try to influence a state’s decision.

the new law drops the term “core academic subjects” and uses instead a “well-rounded education,” meaning that subjects like social studies and arts are less likely to be what one study

more flexibility on testing.

ESSA does order underperforming schools to allow students to transfer to other public schools in the district

ESSA allows different standards for students with “the most significant cognitive disabilities

instead of the one-size-fits-all standards of NCLB, ESSA allows different standards for students with “the most significant cognitive disabilities.”

ESSA allows states to break the tests into “smaller components that can be given throughout the school year.”

holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;

have your child attend a failing public school or an unregulated charter school or a parochial private school.

Schools with large ESL and special education students are held to the same test score standards as their native English-speaking, non-special education students

reach a proficiency level of 100 percent in this year in order for their funds to remain intact

perceived lack of funding of the program

. In addition, penalizing schools that fail to meet state or national standards is counterproductive for students.