Recognizing the key role social and emotional health plays in all students’ academic success, state boards of education across the country have adopted or are considering policies to support social and emotional learning (SEL) and must communicate with constituents about those policies. What is the public’s understanding of SEL? Are they supportive of embedding SEL […]
read moreThis analysis outlines the advantages to having a student at the state board table, not the least of which is having direct input from the very people that education policies are meant to benefit, increasing stakeholder engagement, and developing civically engaged youth leaders.
read moreThis analysis explores data protections for school directory information.
read moreIn 2018, state boards of education discussed and adopted policies to increase accountability for student data protection and to increase transparency of schoolwide data through data dashboards. This analysis highlights changes in state policy that cover data protection requirements, test administration and security, records retention, and confidentiality protocols.
read moreThis analysis examines how leadership changes brought about by the 2018 elections will affect state boards.
read moreWith the Every Student Succeeds Act (ESSA), states can include a student growth indicator as a measure of school quality in their accountability systems. Most of them do. Nine states also saw this as an opportunity and added a separate growth measure for the bottom quartile and quintile of students.
read moreRead about the rich history of state boards and the organization that was created to serve and support them.
read moreWhile most state boards do not directly make funding decisions in their states, they still have the opportunity to review budget requests and appropriations and provide guidance to school districts to ensure that school spending is adequate to serve the needs of all students.
read moreThis NASBE policy update discusses ways state boards can bridge the divide between English-only and non-English speakers by promoting policies to increase world language workforce capacity and better align language programs to communities and national need.
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