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Analysis finds state and district leaders all have a role to play in building principals’ capacity to face crises with resilience and lead in ways that best serve students and support and retain teachers.
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Embed trauma-informed practices in mandated teacher training can ensure that schools reduce the risks to teachers from STS, according to NASBE analysis.
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Our tears flow and our hearts mourn for the victims and the community of Robb Elementary School, in Uvalde, Texas.
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Authors in this issue advance reasons for building educators’ capacity to pinpoint gaps in learning so it is possible for all students to achieve mastery and to help students understand math and science concepts and their relevance in the world around them.
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Earlier this year, NASBE co-signed a letter led by AASA, The Superintendent’s Association, asking Education Secretary Miguel Cardona for clarity on extending the timeline school districts have to expend funding for school construction and capital projects under the American Rescue Plan. On Friday, May 13, 2022, the U.S. Department of Education responded to this request. […]
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NASBE analysis highlights the efforts of New York, West Virginia, Idaho, Mississippi, California, and Utah to ensure digital access and opportunity for digital learning beyond the pandemic.
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A new NASBE analysis highlights the efforts of several states to leverage $800 million in federal funds to better address the short- and long-term needs of students experiencing homelessness.
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NASBE analysis offers questions to help frame ongoing conversations to discern the impact of federal COVID-19 relief funds.
