Giving Compass' Take:

· Erin Gohl reports that SEL is absent from every state ESSA plan. This absence raises concerns for how SEL growth and development will be measured and assessed.

· Why is social-emotional learning omitted from ESSA? Why is it important for students to have access to social-emotional learning programs?

· Read more about the lack of social-emotional learning in ESSA. 

On September 27, 2018, the US Department of Education congratulated the State of Florida on approval of its consolidated plan for implementing the Elementary and Secondary Schools Act (1965) as amended by the Every Student Succeeds Act (2015) (ESSA). The approval letter was for the 50th, and final, plan establishing each state government’s commitment to assuring quality and equity in publicly funded education. These plans outline how each state will evaluate the success of their schools. Now that each state has articulated an approach to the common national aspiration of having every student succeed, it is possible to pause and look at what the educational priorities are across the nation as well as what is conspicuously absent from these state plans. Most notably? social-emotional learning (SEL).

ESSA enabled—even promoted—the inclusion of SEL measures as part of the state accountability plans. However, every state passed up this opportunity. Though SEL approaches and goals are prevalent in education literature, research, and professional development agendas; though 95% of teachers report that SEL skills are teachable and can benefit all kids; though districts and schools are implementing SEL curricula in large numbers, measures assessing SEL growth and development are universally absent from how states will hold themselves accountable to the community.

Read the full article about what ESSA plans do not include by Erin Gohl at Getting Smart.