	Introduction

The Elementary and Secondary Education Act (ESEA) was last amended by the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110 ). During the 113 th Congress, both the House and Senate have considered legislation to reauthorize the ESEA. On June 12, 2013, the Senate Health, Education, Labor, and Pensions (HELP) Committee considered and ordered reported the Strengthening America's Schools Act ( S. 1094 ) by a strictly partisan vote of 12-10. The House Education and Workforce Committee also considered and ordered reported a bill that would reauthorize the ESEA. On June 19, 2013, on a strictly partisan vote of 23-16, the Success for All Students Act ( H.R. 5 ) was ordered reported. H.R. 5 was subsequently considered and amended on the House floor. The amended version of H.R. 5 was passed on July 19, 2013, by a vote of 221-207. It is unclear whether S. 1094 will be considered on the Senate floor. S. 1094 and H.R. 5 would take different approaches to reauthorizing the ESEA, most notably in three key areas: (1) accountability for student achievement, (2) teacher quality versus teacher effectiveness, and (3) targeted support for elementary and secondary education versus the use of a block grant. In addition, both S. 1094 and H.R. 5 . 5 would address the issues. Adequate yearly progress (AYP). S. 1094

S. 1094 would retain similar requirements related to standards and assessments; however, all states would be required to develop college and career ready standards in reading, mathematics, and science, and assessments would have to be aligned with these new standards. Each state's accountability system would have to include the subjects of reading and mathematics and could include science or any other subject selected by the state. Each state would also be required to establish "ambitious and achievable" annual performance targets for the state, LEAs, and public schools in the state for each subject area and grade level that is assessed for accountability purposes instead of AMOs. Performance targets would have to be developed for student proficiency, student growth, English language proficiency for English learners, and high school graduation rates. H.R. 5

Under H.R. Assessments would have to provide data on student academic proficiency. H.R. The state accountability system would be required to annually evaluate and identify the academic performance of each public school based on (1) student academic achievement against the state standards, which may include measures of growth toward meeting such standards, using the aforementioned required mathematics and reading assessments and other valid and reliable academic indicators related to student achievement as identified by the state; (2) the overall performance and achievement gaps as compared to the performance of all students in the school for each subgroup for which data are disaggregated for accountability purposes; and (3) other measures of school success. The bill would eliminate current outcome accountability requirements. First, to be deemed highly qualified, a teacher must possess a baccalaureate degree and full state teaching certification. Second, a teacher must demonstrate subject-matter knowledge in the areas that she or he teaches. The bill would only apply this requirement to new teachers for LEAs with approved teacher evaluation systems. S. 1094 would require states participating in Title II-A to ensure that all LEAs that receive Title II-A funds are implementing teacher and principal evaluation systems, known as professional growth and improvement systems. H.R. 5

H.R. 5 would eliminate current requirements regarding the equitable distribution of instructional quality and highly qualified teachers. The bill would not require states or LEAs to either develop or implement staff evaluation systems. LEAs would be allowed to use Title II-A funds for the development and implementation of teacher or school leader evaluation systems and may use student achievement data in such systems. H.R. S. 1094

S. 1094 would retain most of the current formula grant programs, while eliminating several competitive grant programs (see Table 1 ). The bill would not include a block grant program. H.R. 5

H.R. 5 . For example, while both S. 1094 and H.R. 5 . 5 . 5 .
The Elementary and Secondary Education Act (ESEA) was last amended by the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110). During the 113th Congress, both the House and Senate have considered legislation to reauthorize the ESEA. On June 12, 2013, the Senate Health, Education, Labor, and Pensions (HELP) Committee considered and ordered reported the Strengthening America's Schools Act (S. 1094) by a strictly partisan vote of 12-10. The House Education and Workforce Committee also considered and ordered reported a bill that would reauthorize the ESEA. On June 19, 2013, on a strictly partisan vote of 23-16, the Success for All Students Act (H.R. 5) was ordered reported. H.R. 5 was subsequently considered and amended on the House floor. The amended version of H.R. 5 was passed on July 19, 2013, by a vote of 221-207. It is unclear whether S. 1094 will be considered on the Senate floor.
S. 1094 and H.R. 5 would take different approaches to reauthorizing the ESEA, most notably in three key areas:
1. Accountability for student achievement: Both S. 1094 and H.R. 5 would modify current accountability requirements related to student achievement, including eliminating the requirement to determine adequate yearly progress (AYP) and the requirement to apply a specified set of outcome accountability provisions to all schools, regardless of the extent to which they failed to make AYP. Both bills would continue to require that states have standards and assessments for reading, mathematics, and science. Both bills would require that state assessments measure student academic proficiency, but only S. 1094 would require state assessments to measure student academic growth. Both bills would require that reading and mathematics be included in each state's accountability system, and would permit states to include science or other subjects in their accountability systems. S. 1094, but not H.R. 5, would require states to establish "ambitious and achievable" annual performance targets for the state, local educational agencies (LEAs), and public schools for each subject area and grade level that is assessed for accountability purposes. Performance targets would have to be established for student proficiency and student growth, as well as for English language proficiency for English learners and high school graduation rates. The secretary would have to approve all performance targets. S. 1094 would require various interventions to be implemented in certain low-achieving schools, while H.R. 5 would not require that specific actions be taken to address issues in low-performing schools. 2. Teacher quality versus teacher effectiveness: Both S. 1094 and H.R. 5 scale back (or, in the case of H.R. 5, eliminate) existing teacher quality requirements, and each bill introduces provisions pertaining to the evaluation of teacher and principal performance. H.R. 5 would eliminate current requirements related to "teacher quality," which focus largely on ensuring the equitable distribution of qualified teachers and that teachers possess a baccalaureate degree, full state teaching certification, and demonstrated subject-matter knowledge in the areas in which they teach. S. 1094 would retain these requirements for new teachers and for all teachers until approved teacher evaluation systems are in place. S. 1094 would require all LEAs that receive Title II-A funds to develop and implement teacher and principal evaluation systems, known as professional growth and improvement systems. H.R. 5 would make the development and implementation of teacher and school leader evaluation systems an optional use of Title II-A funds. Under S. 1094, staff being evaluated would have to be evaluated based, in part, on student achievement. Under H.R. 5, evaluation systems would not be required to include student achievement data. 3. Targeted support for elementary and secondary education versus the use of a block grant: Each bill would consolidate some existing competitive grant programs, but H.R. 5 would consolidate a greater number of programs than S. 1094. At the same time, S. 1094 would create several new targeted grant programs, while H.R. 5 would greatly expand the use of block grant funding.