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 Mission
The Every Student Succeeds Act, passed in 2015, emphasizes the need for inclusive, valid, and reliable academic assessments that serve all students—including English learners, students with disabilities, and children from underserved communities. Garbo-Acson’s study directly supports this mission, offering evidence that current standardized assessment systems must evolve to remain equitable in both traditional and virtual learning contexts.
Key findings in the article call attention to:
- Disparities in digital access and assessment infrastructure
- Educator stress and lack of professional training in online testing tools
- Barriers to maintaining assessment integrity and student engagement remotely
These insights support ESSA’s provisions under Title I and Title II, which call for closing achievement gaps and improving teacher quality, especially in schools serving high-needs populations.
“ESSA isn’t just a legal obligation—it’s a moral one,” Garbo-Acson explains. “We must ensure that the data we collect on students actually reflects their learning, not their limitations in access or support.”
A Voice for Instructional Leadership
Jesselle M. Garbo-Acson holds dual Level III Instructional Leader licenses in K–8 and 6–12 education, the highest level of teacher licensure in New Mexico. She currently teaches at Dzilth-Na-O-Dith-Hle Community School, where she integrates Native American perspectives into culturally responsive curricula. Her past work at Crownpoint Elementary School was nationally recognized when her class achieved the highest statewide growth in both ELA and Math assessments during the 2023–2024 school year.
In addition to her classroom achievements, she holds a Master’s degree in English Language Education, and professional credentials including TESOL certification, Microsoft Certified Educator, and National Board Certification candidacy. Her role as a digital and blended learning influencer further supports her research credentials, making her uniquely qualified to speak to 21st-century instructional equity.
The inclusion of Filipino co-authors also highlights the global dimension of educational leadership and solidarity, emphasizing that best practices in pedagogy and assessment must transcend national boundaries.
Policy Relevance and National Reach
Garbo-Acson’s study is gaining attention among education policymakers, district leaders, and instructional coaches for its application to post-pandemic ESSA implementation. Among the policy-aligned recommendations offered in the article:
- Rethinking assessment delivery models to support flexibility without compromising data integrity
- Expanding professional development on digital testing and virtual classroom assessment strategies
- Designing equity-centered accountability frameworks that account for student context, not just performance
- Integrating teacher-informed assessment design into district and state-level decisions
The U.S. Department of Education has repeatedly emphasized the importance of using student performance data to support—not penalize—schools. Garbo-Acson’s work answers that call by elevating real-world stories and providing practical strategies rooted in research and classroom practice.
From Rural Classrooms to the Global Stage
Although based in Bloomfield, New Mexico, Garbo-Acson’s voice and impact extend far beyond her immediate teaching environment. As an educator serving historically underrepresented student populations—including Indigenous communities—her leadership in assessment reform demonstrates how local insight can generate national impact.
Her work also reflects the Department of Education’s broader goals under its EdTech and Digital Equity Plans, contributing to a future where all students, regardless of socioeconomic status or geographic location, are afforded fair, meaningful, and developmentally appropriate assessments.
Access the full article here:
DOI: http://dx.doi.org/10.26803/ijlter.22.8.3
About the Author:
Jesselle Garbo-Acson is a U.S.-based instructional leader, research scholar, and advocate for equity in education. She collaborates across borders to develop classroom strategies and academic research that serve diverse student populations, particularly in underserved and rural settings. Her work has earned multiple distinctions, including Teacher of the Month, Staff Recognition Award, and leading the highest-growth class in statewide assessments.
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New Mexico Educator Co-Authors Study Advancing Equity in ELA Assessment Under ESSA Framework
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