Valerie Norville, editorial director, manages NASBE publications, including its reports and The State Education Standard. Norville commissions authors, edits, manages design and production, and coordinates on NASBE outreach efforts. She is an editor and publishing manager with 30 years’ experience producing content that makes cutting-edge research and technical expertise accessible to policy audiences. Previously, she was director of publications for the US Institute of Peace, where she produced reports and books and launched its eBook program. Before that, she was director of publications and web development at the Peterson Institute for International Economics. She received bachelor’s degrees in journalism and political science at the University of Missouri-Columbia and her master’s from George Washington University’s Elliott School of International Affairs.
This analysis describes how state boards of education and other state stakeholders can partner with school nurses and state school nurse leaders in forming guidance and making decisions about transitions back to school.
Schools opt to change their approaches to learning and see gains in adaptability.
States acted quickly to suspend end-of-year assessments and amend graduation requirements for high school seniors amid COVID-19. This policy update highlights trends in state guidance around graduation and grade advancement and how some are addressing inherent equity challenges.
A+ Schools and Turnaround Arts schools commit to a model of school improvement.
Six communities follow Chicago's lead in developing arts education census data and maps.