How Can Election Results Impact State Education Policy?

By AACTE

You may be wondering how the recent election results will affect your state government and how to prepare for the changes ahead. Get answers to your questions at AACTE’s Fall 2024 Virtual State Leaders Institute on November 15 during the plenary session.

Election Analysis: Implications for Educator Preparation

Michelle Exstrom, the longstanding director of NCSL’s education program, will provide an exclusive analysis on how election results are likely to impact education policymaking in the states, including legislatures, governor’s offices, and state school superintendent races.

In addition, AACTE’s Jacqueline King, Ph.D., will update you on how the election is likely to impact federal policy regarding educator preparation.

View the agenda and register today.

In Arkansas: Six Organizations Selected for Cohort to Improve Early Childhood Education 

By Kimberly Mundell

The Arkansas Department of Education (ADE) announced the six organizations selected for the third early childhood local leads cohort. With this third cohort, all 75 counties are now represented by 26 organizations focused on creating a comprehensive, localized plan to ensure children and families can access high-quality early childhood education programs in their communities. 

In addition to creating a localized plan, the local leads are aligning the local plans to the state’s vision for early childhood education, as defined by the LEARNS Act. The LEARNS Act transferred the Office of Early Childhood to ADE in an effort to improve access to quality early childhood education programs and expand and improve the education system to include birth to post- secondary education.  

2023–24 California Statewide Assessment Results Show Overall Student Progress

Continued Gains Made by Students Across State; Accelerated Progress Made by Socioeconomically Disadvantaged Students and in Multiple Districts

By California Department of Education

The California Department of Education (CDE) released assessment results that show continued progress made by California’s K–12 students, including accelerated progress in closing equity gaps for socioeconomically disadvantaged students, Black/African American students, and Hispanic/Latino students.

The results include data for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).

In Pennsylvania: More Than $5 Million Available for Schools to Increase STEM and Computer Science Programming 

By Erin James

The Pennsylvania Department of Education (PDE) announced the availability of PAsmart Advancing Grants to expand access to computer science and science, technology, engineering, and math (STEM) education for learners across the commonwealth. 

“STEM and computer science skills prepare students for the jobs of tomorrow, no matter what zip code they come from or where they plan to live in the future,” said Education Secretary Khalid Mumin. “Pennsylvania’s future depends on the development of a highly skilled workforce able to compete in the global economy. Equitable access to STEM and computer science programs gives students the skills they need to chart their own course and succeed.” 

In Oregon: ODE Details Programs and Strategies for Accelerating Learning with Release of 2024 Assessment Results  

By Marc Siegel

The Oregon Department of Education (ODE) released results from the Oregon Statewide Assessment System’s spring 2024 summative tests, which highlights there is more work ahead to reach pre-pandemic academic performance levels. The results included key areas of progress statewide, with six out of seven grade levels showing improved math scores, while recovery in literacy scores has been slower and more uneven across the state.  

Along with the data release, ODE has identified key areas for targeted action to support improved student performance, including continued and increased investment in K-12 literacy, support for summer and afterschool learning, refining data and policy practices, and developing an accountability framework. 

In Illinois: Early Results from $45 Million Investment Show Improved Recruitment and Retention in State’s Most Understaffed School Districts 

By Illinois State Board of Education

The Illinois State Board of Education (ISBE) and the Illinois Workforce and Education Research Collaborative (IWERC) today released early results from a $45 million state investment that show improved recruitment and retention in the state’s most understaffed school districts. The Teacher Vacancy Grant Pilot Program, which was launched in the 2023-24 school year, provided 170 school districts that have the greatest teacher shortages state funds to invest in initiatives to recruit and license new hires and support retention of current educators.  

Data is still being collected to assess the full impact of the funding, but ISBE and IWERC announced today that school districts participating in the Teacher Vacancy Grant Pilot Program have hired nearly 5,400 new teachers and retained approximately 11,000 additional educators with the funds so far. The districts receiving the Teacher Vacancy Grant collectively serve approximately 870,000 students.  

In Indiana: More Students Have Access to a High-Quality Special Education Teacher Following Investment in Educator Pipeline 

By Courtney Crown

The Indiana Department of Education (IDOE) recently provided an update on the state’s special education teacher pipeline and the targeted solutions that are showing a positive return on investment, connecting schools with high-quality special education teacher candidates and maximizing learning for students. 

“When we looked at our state data, we knew that we had a challenge when it came to recruiting special education teachers,” said Katie Jenner, Ed.D., Indiana Secretary of Education. “Rather than admiring the problem, we brought together educators and key partners to help us find solutions. In just a few years, our data now shows that our investments are working, placing many more special education teachers in Indiana classrooms.” 

In Maine: Grants Provide Opportunities for Schools to Partner with Climate and Environmental Community Organizations 

By Maine Department of Education

The Maine Department of Education (DOE) awarded $750,000 in climate education professional development grants to 10 programs throughout the state. These programs will support partnerships between school administrative units (SAUs), schools, and community organizations to strengthen climate education opportunities for students across Maine. 

This grant funding increases access to climate education for students throughout Maine. The grant directly funds professional learning for educators to partner with climate science experts and organizations in their communities. These programs are instrumental in providing educators and schools the support needed to address climate and resiliency in the classroom.

Nebraska Department of Education Receives $55 Million Federal Literacy Grant

By David Jespersen

The Nebraska Department of Education will receive $55 million over the next five years to help improve literacy throughout the state.  This is the largest grant the NDE has ever received and is part of the Comprehensive Literacy State Development (CLSD) grant from the U.S. Department of Education. Nebraska is one of 23 recipients nationwide. The CLSD award spans five years, with a first-year award of $11,020,244.

The purpose of the federal CLSD program is to support State Education Agencies (SEA) in the implementation of comprehensive, statewide literacy efforts. The program is designed to advance literacy skills for children from birth through grade 12, with an emphasis on disadvantaged students, those living in poverty, English learners, and students with disabilities. Literacy skills include pre-literacy, reading, and writing.

In Oregon: State Makes Strides in Diversifying Educator Workforce 

By Oregon Department of Education

The Educator Advancement Council, on behalf of and in partnership with the Oregon Department of Education (ODE), Oregon Teachers Standards and Practices Commission (TSPC), and the Higher Education Coordinating Commission (HECC) announces the release of the 2024 Educator Equity Report. The 2024 Educator Equity Report is the ninth report published by state education agencies since 2015 on educator workforce diversification efforts in Oregon.

The 2024 Educator Equity Report highlights several key findings that underscore the ongoing bright spots and challenges in achieving a more diverse educator workforce in Oregon. It is important to note that no state has a teacher workforce that proportionally mirrors the racial and ethnic diversity of its students. Despite slow progress, states, including Oregon, are actively improving and seeking strategies to recruit and retain teachers of color.

In Louisiana: State Releases Guidance for Responsible Use of AI in K-12 Classrooms  

By Louisiana Department of Education

The Louisiana Department of Education (LDOE) is equipping educators with resources to harness the power of artificial intelligence (AI) in the classroom. The LDOE has developed a comprehensive new guide on the safe, ethical, and effective use of AI. Based on recommendations from the LDOE’s Artificial Intelligence Task Force, the guidance can be used by school systems to create their own AI policies. 

“As the impact of artificial intelligence grows, it’s important we provide information on effective and safe utilization,” said Louisiana State Superintendent of Education Cade Brumley, Ed.D. “I’m excited to share the first edition of a living document we will update as this transformative technology evolves.” 

In Mississippi: Assessment Shows Student Achievement Reaches All-Time High in Three Subjects

By Mississippi Department of Education

The Mississippi Department of Education (MDE) released the results from the 2023-24 Mississippi Academic Assessment Program (MAAP), which show student achievement reaching an all-time high in mathematics, English Language Arts (ELA), and science.  

Overall, for 2023-24, the percentage of students scoring proficient or advanced reached a record high of 47.8% in ELA, 56.3% in mathematics, and 63.4% in science. U.S. history decreased slightly from 71.4% in 2022-23 to 70.9% in 2023-24.

The 2023-24 assessment results show student achievement continues to exceed pre-pandemic levels. Student achievement in Mississippi and the nation dropped in 2021 due to the pandemic, though Mississippi students mostly rebounded by 2022.

Kentucky Department of Ed Presents Chronic Absenteeism Resources  

By Jennifer Ginn 

Kentucky Department of Education (KDE) team members provided an update on efforts to combat chronic absenteeism during a Superintendents Webcast on August 14. 

KDE defines a student as chronically absent if they have missed more than 10% of the enrolled time in school. This includes both excused and unexcused absences. Chronic absenteeism affects nearly 30% of students across the Commonwealth each year. 

“When students miss school, they miss out on learning, meaningful relationships, and countless other opportunities that are crucial for their development and future success,” said Commissioner of Education Robbie Fletcher. 

In Nevada: Department of Education Releases Dyslexia Guidance Documents 

By Julie Wootton-Greener

The Nevada Department of Education has released a new dyslexia resource guide for school districts and public charter schools to identify and provide instructional support for students who have or are at risk of dyslexia. 

“The dyslexia guidance documents will help with serving students across our state who have dyslexia or are at risk,” said Jhone Ebert, Superintendent of Public Instruction. “These efforts will positively impact the trajectory of students’ academic success.” 

The Nevada Department of Education has guidance documents posted on its website covering topics such as common myths and misperceptions about dyslexia, screening assessments, accommodations, Individualized Education Program (IEP), instructional supports, and resources. 

In Oregon, Summer Is Another Season for Learning 

By Marc Siegel

Oregon Department of Education Director Charlene Williams, Ed.D., visited Imlay Elementary School in Hillsboro for a tour that showcased the school’s bilingual enrichment Summer Learning programs. She was joined by State Sen. Janeen Sollman, State Rep. Susan McLain, and Hillsboro Mayor Steve Callaway. 

Williams sits with incoming fifth grade students as they use math skills learned this summer to build sturdy bridges.

“In Oregon, summer is another season for learning,” Williams said. “So exciting to tour today’s programs and see young scholars advancing their learning with innovative, hands-on STEM activities and core literacy instruction.” 

“We are so grateful to be able to provide robust summer programming to more than 2,800 students this summer, thanks in large part to funding support from the State of Oregon,” said Hillsboro School District Assistant Superintendent for School Performance Brooke Nova. “These summer programs give our students who are most in need of support the opportunity to strengthen their skills and position themselves for enhanced success in the coming school year.”