The only organization dedicated solely to helping state boards advance equity and excellence in public education.
Education Leaders Report
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July 2016
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Volume 2, No. 2
How States Can Advance Deeper Learning for All
Problem solving, resilience, and self-reflection remain buzzwords in education. These skills and attributes—along with others that are often referred to as “deeper learning” skills—are key to students’ college, career, and civic success. Yet the barriers to deeper learning in schools serving large numbers of diverse, high-poverty student populations are significant. Ace Parsi explores how states can analyze three domains—resources, rigor, and educational experiences— to ensure equitable access to deeper learning skills in the classroom.
For Immediate Release: April 18, 2018 Contact: Michael Spaeth, michael.spaeth@nasbe.org, 703-684-4002 States Can Refine Relicensure Policies and Teacher Preparation to Advance Deeper Learning Alexandria, VA — An effective, well-prepared teacher workforce is central to students’ mastery of deeper learning skills such as critical thinking and teamwork. Two new NASBE policy updates help state boards of […]
This NASBE policy update suggests embedding philosophy instruction in teacher preparation programs to enable teachers to model skills they want students to acquire.
Provides foundational principles that underlie deeper learning, explores issues, provides state examples, and includes worksheets that boards can use to facilitate discussions and come to solutions that make sense given the unique needs of each state.
State boards of education can deepen the impact of their literacy initiatives by ensuring that principals are equipped to implement schoolwide instructional changes.
State policymakers can unlock the full benefits of bilingual education by supporting dual language learners from an early age and expanding access for English-only speakers.
Several state boards are leveraging graduation requirements, diploma seals, specialized high schools, accountability systems, and aligning with business needs to expand work-based learning opportunities for more students.
Challenges persist in attracting and retaining this school-based mental health professionals, but some states, including Virginia, Ohio, Colorado, Michigan, and others, are making progress.
States such as Georgia, New York, Utah, and others have increasingly opted to combat “period poverty" by expanding access to free menstrual products in schools.