The only organization dedicated solely to helping state boards advance equity and excellence in public education.
Unfinished Business: Addressing Unequal Opportunities in Education
Student achievement gaps in the United States have persisted, though not at static levels, according to the National Center for Education Statistics. And while the degree to which any particular factor gets blame or credit for widening or narrowing the gaps is debatable, the authors in this issue of The State Education Standard agree that differences […]
read moreWill New Teacher Equity Plans Get Closer to the Mark?
According to the US Department of Education’s Civil Rights Data Collection, nearly 96 percent of our nation’s public school teachers are licensed and certified. So why are over a half a million low-income and minority students still being taught in schools with the highest percentages of unqualified and inexperienced teachers? A new NASBE Policy Update explores teacher equity and why state policymakers need to start paying closer attention.
read moreA Tale of Two Federal Student Data Privacy Bills
“A Tale of Two Federal Student Data Privacy Bills” measures the Student Digital Privacy and Parental Rights Act (SDPPRA) and Family Educational Rights and Privacy Act (FERPA) discussion draft across several areas – ease of implementation, transparency, penalties, data-technology balance, and restrictions on third-parties.
read moreRegulating Student Data Privacy: Don't Throw the Baby Out with the Bathwater
In “Regulating Student Data Privacy,” NASBE Director of Education Data and Technology Amelia Vance explains why concerns over student data privacy have dominated the headlines, and what states—and state boards of education in particular—are doing to ensure the safety of student data.
read moreA State of Engagement: NASBE Study Group on Student Engagement
“A State of Engagement” explores the behavioral, emotional, and cognitive dimensions of student engagement and the role peers, educators, school environments, parents and communities play in helping students become invested in their own learning. The report finds that an educational system that more meaningfully engages students will require state policymakers to act.
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