The only organization dedicated solely to helping state boards advance equity and excellence in public education.

College, Career, and Civic Readiness

Announcement

NASBE Recruits Two States for ECE Network

The National Association of State Boards of Education (NASBE) seeks applicants to join the NASBE Early Childhood Education (ECE) State Network as part of its efforts to support a well-qualified, equitable, well-compensated ECE workforce through effective state policies. NASBE welcomes state proposals that seek to develop or build on existing innovative strategies to mitigate the […]

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Press Release

States Leverage ARP Funds to Address Needs of Homeless Students

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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Policy Update

States Build Support for Students Who Are Homeless

Several states are leveraging $800 million under the American Rescue Plan’s Homeless Children and Youth Program to better address the short- and long-term needs of students experiencing homelessness.

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The Standard - Article

Supporting English Learners with Disabilities

Equitable education means overcoming challenges in identification, staff training, and funding.

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The Standard - Article

Debunking Myths about Students with Disabilities

State policy should confront the pervasive low expectations that the outcomes reveal.

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The Standard - Column

The NASBE Interview: Dr. Lou Maynus and Joel Coleman

"We have to let them show what they can do and not just tell them they can do it."

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The Standard - Article

Reenvisioning the Future with Universal Design for Learning

Build a system that supports each student rather than a mythical average one.

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The Standard - Article

Supporting Students with Disabilities throughout the Year

The data point up a need for services that extend beyond the school year.

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Press Release

NASBE’s Standard Explores Ways to Better Support Learning for Students with Disabilities

Authors in this issue identify challenges in policy, debunk myths, and highlight approaches and evidence-based practices for serving students with disabilities effectively.

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