Abstract
The Every Student Succeeds Act (ESSA) opens the door for schools to develop ways to incorporate measures of social-emotional learning in their accountability systems. For those who have been advocating for a more nuanced set of indicators in state accountability systems, this opportunity was widely praised. For strict accountability hawks, such language represents a slippery slope. If schools are free to factor in measures that can’t be reliably tested, they worry that it creates an opening for all kinds of bad behavior by schools.
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