Repairing the Leak

In an unprecedented maneuver, ESSA brought data to the forefront of its equity-focused mission. Specific reporting rules require education agencies at every level to collect and use more data ― data that will likely expose education inequities in funding as well as access to rigorous curriculum and effective teachers. ESSA outlines clear requirements targeting statewide accountability systems that address progress gaps for groups of low-performing students.

The 3rd annual report from the Frontline Research & Learning Institute is now available, featuring insights around employee absences, substitute placement and hiring data in K-12 over the past three years. In addition, it’s the Institute’s first annual report to delve into data around employee absences by district locale and size.

In our report series Crossing the Line, we explored special education classification rates – in particular, the diversity across states and local school districts and implications on equity. We explored the perceived impact of policy and resources, district support and services, and even professional development on special education classification rates. As we process through those findings, inevitably we have to ask the question, “What now?” How do we translate data into action?

At a time when educators are facing growing demands on their time and energy the teacher shortage expands to virtually all corners of county, , the work of attracting, supporting, growing and retaining high-quality educators is now more important than ever. A strategic approach to human capital management (HCM) plays a key role in supporting all of the people who work hard to help students meet their own growing challenges.

The most recent Monthly Absence Report (June 2018) features some surprising statistics taken from data representing 5,795 public school districts, charter schools, education service agencies and private schools across the country.