Over two years, NASBE will lead a network of states to examine policies and practices to transform the high school experience.
Savvy state leaders will set their sights on ways to broaden access to technology’s benefits, solve problems confronting educators, and protect students against the risks of misuse.
Many state boards of education reserve a seat at the board table for students. But representation is only the first step. Students need to be proactive and receive mentorship to be effective in their state board roles.
The NASBE State Policy Database on School Health aligns state statutory and regulatory language on student health to the components of the Whole School, Whole Community, Whole Child (WSCC) model.
Challenges persist in attracting and retaining this school-based mental health professionals, but some states, including Virginia, Ohio, Colorado, Michigan, and others, are making progress.
States such as Georgia, New York, Utah, and others have increasingly opted to combat “period poverty" by expanding access to free menstrual products in schools.
The National Association of State Boards of Education develops, supports, and empowers citizen leaders on state boards of education to strengthen public education systems so students of all backgrounds and circumstances are prepared to succeed in school, work, and life.
State boards should exercise their authority to ensure that the education system at every level supports the success of all students in postsecondary education, careers, and civic life.
State boards should function as the citizens’ voice in education and the stable center of education policymaking, leading efforts to achieve the state vision for equity and excellence through effective, meaningful collaboration with other state policymakers and stakeholders.
Student health is strongly associated with student achievement and school engagement, and students who feel safe at school also feel free to learn.
State boards should exercise their authorities for preparing, certifying, and supporting educators, recognizing that, of all school-based factors, teachers have the most impact on student achievement and school leaders have the second greatest impact.