The SEA-as-resource-provider role was the most commonly emphasized approach, named in 10 of 23 state ESSA plans.¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Ten of the 23 reviewed state plans emphasized the SEA's role in providing tools, resources, and technical assistance to help LEAs support CSI/TSI schools. → Dunn 2019
Evidence¶
Dunn 2019¶
Dunn, L., & Ambroso, E. (2019). Balancing act: State and district roles in school improvement under ESSA. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED602966
q2 · i? · qualitative · r2
In the plan review, the resource-provider role was the most frequently emphasized category. Plans described "web-based systems to support LEAs in school improvement planning and implementation or tools to help LEAs identify evidence-based strategies."
"The role of the SEA as a resource provider for LEAs was emphasized by 10 of the 23 state ESSA plans."
Discussion¶
Related Claims¶
- Most state ESSA plans emphasized the district's role in school improvement over the state agency's role, a shift from No Child Left Behind. — related
- An analysis of 23 state ESSA plans identified four main categories of SEA and LEA roles in school improvement: LEA Independence, SEA Oversight, SEA Resource, and SEA–LEA Collaboration. — a broader claim this one bears on
- SEA staff describe their role as providing both support and accountability to LEAs, and describe struggling to balance the two. — related
- SEAs take on multiple, malleable roles in their work with LEAs, shifting based on identified needs, capacity, and context. — related
- SEAs are leveraging ESSA requirements and increased flexibility to specify SEA and LEA roles and push evidence-based, locally contextualized improvement strategies. — related
- SEAs differentiate support to districts based on the number of CSI/TSI-identified schools, district capacity, and district willingness to engage. — related
- SEA administrators report shifting from compliance monitoring and grants management toward meaningful support and capacity-building for identified schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sea-resource-role-most-emphasized |
title |
The SEA-as-resource-provider role was the most commonly emphasized approach, named in 10 of 23 state ESSA plans. |
description |
The SEA-as-resource-provider role was the most commonly emphasized approach, named in 10 of 23 state ESSA plans. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dunn-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.