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Title: New Mexico Educator Co-Authors Study Advancing Equity in ELA Assessment Under ESSA Framework

United States, 27th May 2025 – In a landmark contribution to the evolving national conversation on educational equity, instructional leadership, and assessment reform, Jesselle Garbo-Acson, a New Mexico-based teacher-leader, has co-authored a peer-reviewed study examining systemic barriers in the administration of English Language Arts (ELA) assessments during the COVID-19 pandemic. The article, titled “Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments”, was published in the International Journal of Learning, Teaching and Educational Research (IJLTER), Vol. 22, Issue 8, and is accessible via DOI: http://dx.doi.org/10.26803/ijlter.22.8.3.Co-authored with three fellow Filipino educators, the study presents a rigorous qualitative analysis of the lived experiences of U.S. elementary ELA teachers who faced unprecedented challenges during the shift to remote learning. The research documents issues ranging from digital inequity and instructional adaptability to emotional fatigue and assessment validity, all of which intersect critically with the equity and accountability mandates of the Every Student Succeeds Act (ESSA).“Our collaboration brought together a shared commitment to spotlighting teacher voices during one of the most disruptive periods in educational history,” said Garbo-Acson. “This study speaks not only to assessment practices but to the urgent need for structural changes that uphold fairness and accuracy in measuring learning—particularly for students most at risk of being left behind.”A Study Grounded in ESSA’s Equity MissionThe Every Student Succeeds Act, passed in 2015, emphasizes the need for inclusive, valid, and reliable academic assessments that serve all students—...

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