Study Groups

NASBE conducts annual study groups to provide professional development to members of state boards of education, set organization direction and priorites, and inform the state education policymaking process on key issues.

About Study Groups

The NASBE Board of Directors chooses two topics each year. State Board of Education members from across the country participate in a year long examination of a particular issue through three meetings in January, March, and June. Throughout these meetings, board members have the opportunity to hear from experts, practitioners, researchers and fellow policy makers on the issue as they develop recommendations for policy action for fellow board members.

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NASBE is facilitating a year-long NASBE study group on school leadership: “Successful Leaders for Successful Schools: The Changing Role of Education Leaders.” (2015) The study group is chaired by William “Bill” White, a member of the West Virginia State Board of Education.

NASBE conducts annual study groups to provide professional development to members of state boards of education, set organizational direction and priorities, and inform the state education policymaking process on key issues. This year, NASBE is partnering with the Consortium for Policy Research in Education (CPRE) to facilitate the leadership study group. Previous study groups have explored rural education, 21st century learning and technology use in the classroom, strengthening the teaching profession, deeper learning, and career technical education.

Study group members will examine:

  • The best models for state-level reform in preparing and recruiting strong school leaders.
  • How best to support and retain strong leaders — from promising “grow your own” models to enhanced professional development systems.
  • Data, studies, and existing state policies that help effective principals ensure all students who graduate high school are ready for college, careers, and civic life.
  • Funding approaches that effectively support teachers and ways state policy can level the funding playing field for school administrators.
  • Strategies for encouraging and supporting a progressive “pipeline to principalship” for teachers aspiring to be school leaders.
  • How states can help principals leverage limited resources and funding to meet diverse student needs and capabilities.

At the completion of their work, the study group will  issue a comprehensive report with key insights, findings, and policy recommendations for relevant stakeholders, including members of Congress, federal officials, governors, chief state school officers, and local education policymakers.

Form more information about this study group contact Robert Hull.

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NASBE is facilitating a year-long study group “The Second ‘C’: Ensuring All Students Graduate College and Career Ready” (2015) to focus on effective programs and policies designed to ensure students graduate from high school career ready. The study group includes state board of education members from across the nation, and is chaired by Mireya Reith, a member of the Arkansas State Board of Education.

Among the issues being explored:

  • Student readiness. Data from ACT and other sources clearly indicate that today’s students do not leave high school with the skills and knowledge they need for success in college or a career. What are the gaps? How can schools help fill those gaps?
  • Funding. The best career education programs offer students opportunities for personalized learning. This is not inexpensive, and with federal funding always uncertain, states may struggle to provide a steady funding stream.
  • Recruiting and retaining strong staff members. It is a challenge to recruit and retain highly effective educators in career fields. Frequently, individuals with strong technical skills may lack the required coursework to earn a teaching certificate. What are best practices in this area? How can state policies on teacher licensure support CTE?
  • Partnerships. Some of the best career training programs are offered by industry and labor unions. How can schools take advantage of this expertise? Can states develop policies that will foster stronger partnerships?
  • Meeting diverse educational needs. How can states start to bridge the gap between “college-ready” learning and “career-ready” learning? If the goal is to have all students leave high school prepared for both college and a career, how will state policies need to be adjusted?

The study group will release a full report of their findings in October at NASBE’s annual conference. The report will provide state boards with timely research and suggest principles by which to craft policies.

To learn more about the Career Readiness Study Group, please contact Francis Eberle.


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