Without urgent attention, the problem of unfinished learning will compound as students advance to later grades.
States can shift away from grade-level myopia to help students catch up.
Strong evidence points to equity and well-being benefits from well-designed programs.
State boards can lean into efforts to boost K-12 science literacy and beef up access to high-quality, inquiry-based education.
Experience with high-stakes accountability informs teacher's standards setting on the state board.
States should revamp how teachers are equipped to deliver effective instruction.
Equitable education means overcoming challenges in identification, staff training, and funding.
State policy should confront the pervasive low expectations that the outcomes reveal.