Study Group Reports

NASBE’s Study Groups and staff produce original reports that address single topics through in-depth research, and provide state and local leaders with recommendations for action.

Educating Students in Rural America: Capitalizing on Strengths, Overcoming Barriers

Rural Study Group CoverIn 2004, NASBE released a State Education Standard focused on the issues and challenges facing rural schools. Ten years later, NASBE facilitated a study group on rural education to discuss what has changed and what new challenges require the attention of state education policymakers.

This report details the Rural Education Study Group’s recommendations for how state boards of education can address deficits, deploy existing assets, and enhance the capacity of rural areas to ensure all students are prepared for college, careers, and civic life.

 

 

 

 

Educating Students in Rural America: Capitalizing on Strengths, Overcoming Barriers

Successful Leaders for Successful Schools: Building and Maintaining a Quality Workforce

States’ systems to support leadership development have received relatively scant attention and resources. This report details the Leadership Study Group’s recommendations for how states develop and keep effective leaders; provide examples of promising practices for rural schools; and share insights from partner organizations.

Successful Leaders for Successful Schools: Building and Maintaining a Quality Workforce

Bolstering the Second 'C' in College and Career Readiness

This report details the Career Readiness Study Group’s recommendations for how state boards of education can begin to explore, expand, and enhance career readiness efforts in their states as part of the broader effort to ensure students are prepared for college, careers, and civic life.

Bolstering the Second 'C' in College and Career Readiness

A State of Engagement: NASBE Study Group on Student Engagement

“A State of Engagement” explores the behavioral, emotional, and cognitive dimensions of student engagement and the role peers, educators, school environments, parents and communities play in helping students become invested in their own learning. The report finds that an educational system that more meaningfully engages students will require state policymakers to act.

A State of Engagement: NASBE Study Group on Student Engagement

Financial Literacy Should Be A Basic Feature of K-12 Education

In 2006, NASBE’s Commission on Financial and Investor Literacy was in the avant garde when it called for reforms in how the nation’s schoolchildren learned about personal finance. Although the great recession did not fully begin until 2009, it was clear to the Commission that people needed to learn more about personal financial security even as credit was freely available and personal debt grew.

Financial Literacy Should Be A Basic Feature of K-12 Education

Major Changes Needed in Teacher Prep, Retention, and Evaluation Policies

Working from the belief that teachers are the most important in-school factor for student success, the study group held that state policies should ensure that all teachers meet high professional standards before receiving a license, participate in a high-quality induction program once on the job, and continue learning and growing throughout their careers.

Teacher Prep, Retention, and Evaluation Policies

Education/Military Partnerships Benefit Students

Community, higher education, and business partnerships are often touted as critical links to helping students graduate from high school and making sure that they are college- and career-ready when they do. Now a panel of state board of education members from across the country has found common ground for partnerships with the country’s single largest employer: the military.

Education/Military Partnerships

Development of Next Generation Educator Needed

Findings from a National Association of State Boards of Education (NASBE) study group, Next Generation Learning: Transforming the Role of Educators Today for the Students of Tomorrow, call for a reexamination of how America not only looks at teaching, but whether teachers are given even adequate professional development to keep up with the ever-changing demands of society on their students.

Development of Next Generation Educator Needed

Structure of Schools Needs Overhaul

A report, released in October 2010, from a National Association of State Boards of Education (NASBE) study group, No Time to Wait: Creating Contemporary School Structures for Students Today and Tomorrow, concludes that for the U.S. to prosper and compete in the 21st century, the education system will need to change its goals and practices so all students may succeed. That is, as information has become ubiquitous, schools need to emphasize 21st century skills such as analyzing, synthesizing, and creating along with understanding and applying the basics.

Structure of Schools Needs Overhaul

Assessments for the 21st Century Learner

Our assessment systems must not only measure what students know, they must be able to provide educators and students with useful feedback for improving teaching and learning. Recommendations cover specific steps states should take in the areas of both standardized tests and classroom-based formative assessments, accountability, and much-needed training for educators in developing and using the results of assessments.

Assessments for the 21st Century Learner

School-Community Partnerships and Dropout Prevention

Partners in Prevention: The Role of School-Community Partnerships in Dropout Prevention investigates the linkages between students at risk of dropping out, their families, and the communities where they live. Sections of the report are devoted to examining the association between community and students’ ultimate decision to drop, explaining why community partnerships are a vital component of preventing dropout, providing a “best practices” guide for developing strategic partnerships, and providing recommendations for action with abundant state examples.

School-Community Partnerships and Dropout Prevention

Career and Technical Education

State education leaders are calling for the complete integration of career and technical education programs into the middle and high school curricula as a means to offer all students a range of learning experiences that encompass academic, career and 21st century skills. The recommendation comes from a year-long study of the state of career technical education (CTE) in American education reform by state board of education members. The report, Learning to Work, Working to Learn, is being published by the National Association of State Boards of Education (NASBE).

Career and Technical Education

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