NASBE is the only organization dedicated solely to helping state boards advance equity and excellence in public education. We assist our members in shaping education policy in dozens of state contexts.
Designed for and with the input of state board members, NASBE’s concise, accessible publications explore challenges facing public schools and school systems, underlying research, opportunities for state education policymaking, and state policy innovations.
Attend the largest gathering of state board of education members in the nation, with ample opportunity for peer networking and conversation. Expert speakers cover a range of topics important to state boards. More about the Annual Conference
Engage with members of Congress, U.S. Department of Education senior officials, and other prominent national education community stakeholders on current federal legislative and regulatory activities. More about the Legislative Conference
Learn what it takes to be a successful, productive member of a state board of education. This professional development opportunity is suitable for new state board members. More about the New Member Institute
Participate in online learning sessions on new research, emerging issues, and state best practices in education policymaking. More about NASBE's Webinars
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NASBE 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.
September 2022 — Volume 22, No. 3
Four practices to increase the pool of skilled early educators stand out as promising.
State boards can set the stage for learning environments that connect and engage all students.
State-level criteria for programs' design can yield better outcomes in preparing and retaining diverse teachers.
State leaders commit to efforts to attract and keep teachers in the classroom.
State leaders have a role in ensuring that educator preparation both models and reflects the science of learning and development.
States should explore better means of assessing teachers' classroom readiness.
Lowering teacher standards may fail to solve actual pipeline problems and can create new ones.
State statutes impede students' equitable access to profession-ready teachers.
