2.3: Every Student Succeeds Act (2016)

The Every Student Succeeds Act (ESSA) was signed into federal law in 2015, replacing the No Child Left Behind (NCLB) Act and reauthorizing the Elementary and Secondary Education Act (ESEA). ESSA aims to improve educational outcomes for all students. The law provides states with some flexibility while still holding them accountable for student performance. ESSA emphasizes the need for inclusivity, academic equity, and use of evidence-based interventions. The law is especially important for early childhood education as it recognizes the value of early learning programs in setting students on a path to academic success (U.S. Department of Education 2016).

In early childhood education, ESSA encourages the use of evidence-based interventions that support young learners. These practices may include strategies like social-emotional learning (SEL), which helps children build skills for managing emotions, forming relationships, and problem-solving. Studies have demonstrated that SEL programs can improve students’ social and academic outcomes, particularly for children with disabilities or those at risk of academic failure (Zins et al. 2004). By promoting these evidence-based practices, ESSA ensures that early childhood educators have the tools they need to help all children succeed.

One of the most significant aspects of ESSA is its support for students with disabilities, students from low-income backgrounds, and English language learners. The law mandates that states and districts look not only at classroom and school-wide assessment data, but also assessment data of these specific subgroups to ensure that they also are making progress toward academic expectations. ESSA also includes provisions to improve early childhood education programs, ensuring that young learners receive the support they need to thrive in school, and use of response-to-intervention or multi-tiered systems of supports (U.S. Department of Education 2016).

Schools’ and Teachers’ Responsibilities Under ESSA:

• Provide equitable access to education for all students, including students with disabilities, English language learners (ELLs), and students from low-income backgrounds. Teachers must adapt their instruction to meet the needs of these students, ensuring they have access to the general education curriculum. For example: Teachers may need to differentiate instruction for students with disabilities or ELLs, such as providing additional language support or using assistive technology (U.S. Department of Education 2016).
• Use evidence-based practices in the classroom—research-proven strategies that support student learning. These practices might include differentiated instruction, SEL programs, or personalized interventions for struggling students. Teachers must also stay informed about the latest research in education to ensure they are using the most effective strategies for all students (National Association for the Education of Young Children 2022).
• Work to foster inclusion, ensuring that students with disabilities are included in general education classrooms. Teachers must create inclusive learning environments where all students, regardless of their abilities, can participate and thrive. These environments should include necessary accommodations, such as modified assignments, assistive technologies, or physical adaptations to the classroom. Teachers are also responsible for implementing individualized support to help students with disabilities meet academic standards (U.S. Department of Education 2016).
• Establish high academic standards and regularly assess students’ progress. Teachers must ensure that their students meet these standards while using developmentally appropriate assessments. For example: In early childhood education, assessments should go beyond traditional tests and include a mix of observational data, social-emotional development assessments, and other measures that provide a holistic view of each student’s growth (U.S. Department of Education 2016).
• Teachers and schools must collaborate with families and communities to support student success. Teachers must maintain open lines of communication with parents, provide them with regular updates on their child’s progress, and involve them in decision-making processes, especially for students requiring additional support. For example: In early childhood settings, involving families is especially critical, as parents are their children’s first teachers and play a significant role in their development (Center on Enhancing Early Learning Outcomes and the Council of Chief State School Officers 2017).
• Address social-emotional learning (SEL) and mental health support, recognizing that these factors are essential for academic success. Teachers are responsible for integrating SEL programs into their classrooms, helping students build critical skills like self-regulation, relationship-building, and conflict resolution. For young children, these skills are crucial for their overall development and success in school (Zins et al. 2004).