A r c h i v e d  I n f o r m a t i o n

IV. Conclusion

Since 1995, few waivers have been requested from the U.S. Department of Education. Waivers affect a very small percentage of districts and schools across the nation. Almost all waiver requests have been for waivers of provisions of Title I of the ESEA. To date, about one-fourth of all waiver requests submitted to the Department have been returned because the applicants did not need a waiver to carry out their proposed activities.

These findings suggest to the Department that federal laws and regulations are not acting as major barriers to state and local improvement. However, the waiver authorities can be useful tools for promoting improved student achievement and for promoting flexibility to support local efforts to improve teaching and learning for students.

The flexibility provided by the waiver authorities for local reforms is balanced with local accountability for improving teaching and learning. This report has described the areas in which increased flexibility has been sought since enactment of the waiver authorities as well as preliminary reports of progress from states and districts operating under waivers for the first two years waivers have been in place.

In addition to benefiting state and local educators and students, the waiver authorities also provide insights about the administration of federal education programs. For example, the large number of unnecessary waiver requests highlighted areas of the law where states and school districts needed additional guidance and more widespread information regarding existing flexibility. The waiver process also informs the Department about the kinds of technical assistance and additional guidance educators need in order to effectively implement federal education programs.

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