Caroline Flower supports NASBE’s projects and operations, contributing to policy research, state network convenings, and technical assistance for state board of education members and policymakers on K–12 issues. Her work spans NASBE’s project portfolio, including in the High School Transformation State Network, where she tracks state board and legislative activity to identify emerging trends and synthesize complex education policy developments into actionable materials for state leaders.
Previously, Flower spent three years as a high school social studies teacher where she gained firsthand experience working with students of diverse backgrounds and needs. That experience grounds her understanding of how state education policy translates into practice and the real impact it has on students and educators. Flower holds a Master of Arts in Teaching and a Bachelor of Science in Public Policy and Administration from James Madison University.
Latest Contributions
States’ Role in Transforming High School: Evidence, Trends, and the Path Forward
By Jon Alfuth, Celina Pierrottet, and Caroline FlowerHigh school sits at the intersection of everything states want for their young people, yet many young people say high school is not working for them. State leaders have numerous levers to incentivize high school transformation.
Five Questions to Ask about Having Student Members on State Boards
By Caroline FlowerTwenty-four state boards of education have at least one student board member serving in a voting or nonvoting capacity. But inclusion alone does not guarantee meaningful, effective participation.