NASBE continues to be a leader in the education community because of its role in convening people and organizations to explore the national issues and problems facing our children. NASBE uses study groups, task forces, commissions, and networks to investigate issues and make policy recommendations and reports that are published by NASBE and disseminated to education leaders around the country.

Two study groups and one commission will be meeting in 2006. The NASBE Study Group on Civic Learning and Ethical Behavior in a Global Society will have two primary areas of focus. The first focus area is Civic Education. Numerous anecdotal reports indicate an erosion of courses and course-content in civics and American studies as schools expand other offerings. The Study Group will examine the current state of civic education and its place within a crowded curriculum, define what the nature and role of civic education and participation should be today, and identify the implications of developing and implementing sound civic education for policymakers and schools. The second area will focus the Study Group on ethical decision making. In an era of public outcry over bullying on the playground, gang-related violence, corporate scandals, and international conflict played out over themes of extremism, K-12 education has a central role in fostering ethical behavior in students. The Study Group will define the role of such programs in schools and report its findings and guidance to policymakers.

The second study group will focus on how states can face the enormous challenges of establishing a coordinated, coherent system that provides young children with strong programs and well-trained teachers. The NASBE Study Group on Early Childhood will examine how to coordinate state systems of programs and policies to respond to the diverse needs of young children with and without disabilities and how to establish an infrastructure that provides curriculum frameworks, monitoring and supports, and essential resources. The group will explore ways to implement coherent, coordinated early childhood education systems by:

• examining the extensive research on early learning,
• identifying critical factors in framing a cohesive high-quality early childhood education system,
• exploring ways to consolidate support for broad implementation of high-quality programs and services,
• reviewing states’ authority in designing major components of early childhood system (such as early learning standards, teachers standards and licensure, and procedures for systematic monitoring and review), and
• identifying critical elements within programs and instructional practice that promote benefits to young children.

A third group, the Commission on Financial Education in K-12 Education in the United States , will review the current standards of financial education for K-12 students and will publish and disseminate a comprehensive report providing recommendations to state policymakers on issues around incorporating financial education into the curriculum. NASBE will convene a panel consisting of State Board of Education members from across the country, ex officio members possessing specific skills or insight into the area, and others with a professed interest in financial education.