2026 National Forum on Education Policy

The Compact Renewed

At a pivotal moment in education policy, the Education Commission of the States was created to ensure that states could work together, sharing evidence, exchanging ideas and addressing complex challenges without sacrificing state leadership, diversity or judgement.

That vision, established through the Compact for Education back in 1965, continues to be the north star for ECS’ work today.

The 2026 National Forum on Education Policy highlights The Compact Renewed, a forward-looking reaffirmation of ECS’ founding purpose: supporting partnership between political and professional leadership so states can lead confidently in an increasingly complex policy environment.

This event sells out every year, so be sure to register early to secure your spot!

Why National Forum Matters Now More Than Ever

State education leaders today are navigating:

Increasing policy complexity across early learning, K–12, postsecondary and workforce systems.
Greater public visibility and scrutiny of education decisions.
Rapid innovation alongside persistent challenges related to access, outcomes and opportunity.
In this environment, cross-state learning isn’t just important; it’s essential.

The National Forum provides a trusted, nonpartisan space where governors, legislators and education leaders come together to:

Exchange ideas and lessons from across states.
Explore policy options grounded in evidence.
Build partnerships across roles and branches.
Inform decisions in their own state contexts.

The National Forum is where the Compact’s principles are actively practiced. It is where states learn from states in order to lead responsibly.

Program Schedule

Event Agenda

Explore our carefully curated schedule designed to maximize learning and networking opportunities.

Day - 01

July

13:30

Opening Plenary

July

15:00

Active Learning, Engaged Students, Healthier Outcomes: Beyond the Classroom

With a renewed focus on health and well-being, nature is emerging as a powerful ally—supporting physical and mental health, strengthening social connections, and inspiring lifelong learning and stewardship. Outdoor, place-based experiences offer meaningful opportunities to step away from constant screen use, helping students and educators develop healthy habits around technology—using it purposefully when appropriate while learning how and when to disconnect. Participants will explore how regular interaction with natural environments impacts physical health, mental well-being, stress reduction, attention restoration, and overall academic performance. This session highlights a statewide model that connects students and teachers to the outdoors through curriculum-integrated learning, youth leadership programs, and educator support. Participants will explore how state agencies, school systems, and nonprofit organizations collaborate to deliver hands-on, standards-aligned experiences that support student academic success while building environmental literacy and civic responsibility. Presenters will engage participants in lessons learned in building sustainable partnerships and aligning this work with broader education priorities such as improved student engagement and attendance, career-connected learning, and student AND educator well-being. Participants will leave with actionable strategies to bring nature into classrooms, policies, and communities—rooted in the belief that what’s good for nature is also good for people.

July

15:00

Navigating the Big Shrink: K-12 Finance Trends Shaping 2026 Policy

State education leaders are entering a new financial era shaped by “The Big Shrink”—the convergence of sustained enrollment declines and rising cost pressures across K–12 education. This session presents updated cross-state research on six major K–12 finance trends state policymakers should closely monitor in 2026, examines how states are responding, and highlights opportunities to improve student outcomes despite tighter budgets. Drawing on newly updated national datasets linking enrollment, spending, federal, state, and local revenues, and policy context, presenters will examine: (1) growing fiscal stress in districts; (2) fragile federal funding and increased pressure on state and local revenues; (3) declining enrollment and the expansion of hold-harmless policies; (4) labor commitments; (5) rising healthcare and pension costs; and (6) rapidly increasing special education spending. For each trend, the session will highlight state strategies, targeted investments, and unintended consequences that have emerged. Examples will span states with varying political and governance contexts, illustrating how policy choices differ across environments and the tradeoffs leaders face. Throughout the session, presenters will discuss implications for key student populations, including students with disabilities, low-income students, and students in communities experiencing enrollment decline. Emphasis will be placed on practical lessons for state leaders related to fiscal sustainability and political feasibility. Designed for governors’ education advisors, legislators, chiefs, and state board members, this session translates data and policy into actionable insights to support decision-making as states adapt K–12 finance systems. Presenters will also share data tools and public resources that participants can use to explore these trends within their own states and inform ongoing policy conversations.

July

15:00

Reimagining the High School Diploma for College, Career, and Life

Across the country, states are reexamining a foundational question: what should a high school diploma actually signify in today’s economy? For too long, high schools have unintentionally reinforced a false divide between “college prep” and “career prep,” leaving too many students without a clear pathway to a high-value postsecondary option. This session will explore how states are reimagining the meaning of a high school diploma to ensure readiness and personalize learning so that every student graduates on a clear path to their postsecondary aspirations. K-12 chiefs from Indiana and Rhode Island—states at the forefront of these efforts—will highlight their work to modernize graduation requirements, put all students on a pathway to a high-value career, and provide more learners with a “core three” of critical experiences: early college coursework, meaningful work-based learning, and a credential of value, all aligned with their pathway of choice. At a moment when states face mounting pressure to strengthen talent pipelines, respond to rapid labor market change, and improve student outcomes, redefining the high school diploma is both timely and urgent. Attendees will gain insight into policy strategies states are using to align K–12, postsecondary, and workforce systems; avoid tracking while expanding opportunity; and make the diploma a more powerful signal of readiness. The session will surface lessons learned, implementation challenges, and concrete examples that policymakers can take back to their states.

July

15:00

Is Your State Data Ready for Workforce Pell?

The new Workforce Pell rule goes into effect in July 2026 and states have either already found a way to implement the rule or are in the process of doing so. Administering Workforce Pell requires states to assess multiple outcome metrics; determine which programs meet employers’ hiring needs, and provide training for high-skill, high-wage or in-demand occupations. This work cannot be done without data; Workforce Pell represents an opportunity for states to develop more robust P–20W data systems with strong data governance across sectors. In this session, the Data Quality Campaign and representatives from leading states will explore how strong governance and P–20W systems help states implement Workforce Pell and provide participants with actionable next steps they can take to strengthen their own governance and P–20W data systems—so that Workforce Pell can meaningfully support the education and career journeys of as many individuals as possible across the country.

July

15:00

Teaching for Tomorrow: Workforce Conditions and Student Success

For too long, the national conversation about teaching has been dominated by crisis—burnout, shortages, and what’s broken. A closer look reveals a more hopeful truth: talented educators are still choosing this profession, and many want to stay. What’s missing are the structures that allow them to grow and thrive over time. This session shifts the narrative from scarcity to design—exploring how we can build a teaching profession that is sustainable, respected, and future-ready. Participants will engage with findings from the latest Teaching for Tomorrow study by Gallup and the Walton Family Foundation. Drawing on three nationally representative surveys of approximately 2,000 K–12 public school teachers each, the research highlights what educators say matters most: strong professional learning, time to collaborate, and the resources needed to do their best work. Together, these insights point toward levers for strengthening satisfaction, engagement, and commitment. The session will feature perspectives from the Bipartisan Policy Center, informed by a selective convening of 12 educators who were invited to reimagine what the profession could be and its Commission on the American Workforce.. Alongside a teacher from that cohort, leaders from BPC and Gallup will explore how well-intended state and federal policies sometimes create friction—and how thoughtful redesign can unlock opportunity instead. A clear throughline emerges: teachers are not asking for lower expectations. They are calling for a profession defined by rigor, meaningful career pathways, and the structural supports that make excellence possible. Together, speakers and participants will explore how state and federal policy can support promising pathways forward, including strategic staffing, flexible work, and removing mobility barriers. This session invites state leaders and advocates to move beyond short-term fixes toward long-term systems building—reimagining teaching as a profession where talented peop

July

15:00

Expanding Pre-K Access Without Compromising Quality: Lessons From Three States

As states work to expand access to early childhood education, policymakers face a persistent challenge: how to grow statewide pre-K programs without sacrificing quality. This Policy Feature session examines how Alabama, North Carolina and North Dakota have addressed that challenge through sustained policy investments that intentionally link access, quality and outcomes. Over the past decade, each of these states has expanded participation in statewide pre-K while maintaining—and strengthening—quality standards. Alabama’s First Class Pre-K has tripled enrollment while remaining anchored in rigorous, research-based benchmarks. North Dakota’s Best in Class initiative has rapidly scaled access to high-quality early learning environments, producing significant gains in literacy, math and whole-child development in just one school year. North Carolina’s long-standing pre-K program continues to demonstrate strong returns on investment, improving kindergarten readiness and supporting workforce participation. The session will explore policy levers that have enabled scale without sacrificing quality, including investments in evidence-based curriculum, aligned assessment systems, sustained professional development and coaching, and intentional family engagement strategies. Speakers from each state will discuss how legislative funding decisions, cross-agency collaboration and continuous improvement structures supported expansion over time—across different political, geographic and governance contexts. This session will translate research and state data into clear policy insights for education leaders and policymakers. Attendees will leave with concrete examples of how states can align funding, accountability and quality supports to expand early learning opportunities while delivering measurable results for children and families.

July

15:00

AI: The Next Foundational Literacy

As artificial intelligence rapidly reshapes learning, work, and civic life, states are beginning to confront whether AI literacy should be treated as a foundational literacy alongside reading, writing, and numeracy. This Policy Feature session examines how states are responding to this question through legislation, standards, guidance, and statewide initiatives, informed by research and emerging practice. Grounded in the AI Literacy Framework (Empowering Learners for the Age of AI), developed by the OECD and European Commission with support from Code.org and the TeachAI community, the session will translate research into policy-relevant considerations for state leaders. Facilitators will highlight how states are approaching AI literacy through multiple entry points, including graduation requirements, profiles of a graduate, computer science and media literacy standards, and responsible AI guidance. Rather than promoting a single policy model, the session will surface patterns across states, identify common challenges, and examine how different policy levers can be aligned to support equitable, coherent implementation. Participants will explore tradeoffs related to local control, educator capacity, assessment, and the risk of widening opportunity gaps if AI literacy is addressed unevenly. Attendees will gain practical insight into how peers across states are framing AI literacy as a policy priority, what strategies are emerging, and how state leaders can adapt lessons learned to their own political, geographic, and governance contexts.

July

16:15

Increasing Access to High-Quality CTE: DC’s Advanced Technical Centers

This session will highlight the District of Columbia’s Advanced Technical Centers (ATCs). Building on data that demonstrates the value of meaningful work-based learning experience for students and dual enrollment, DC piloted and is now scaling the ATCs as a high-quality CTE program that supplements DC’s school-based CTE programming, offering programs of study that are often difficult for schools to offer due to their high equipment and instructional costs and/or access to qualified faculty across the public and public charter sector. The ATC allows high school students from public schools across the city to participate in a two-year CTE dual enrollment program where they can specialize in cybersecurity or one of three healthcare pathways. The programs are designed to allow students to remain enrolled in the high school of their choosing while also taking career-focused coursework in high-demand fields. DC has leveraged federal, local, and philanthropic funding to expand the program, with continued increases in enrollment, as well as strong retention and completion rates, reflecting significant interest from students and families. This session will highlight program successes, challenges, and lessons learned from building out the ATCs and how the ATCs are part of a broader pathways strategy, Compact 2043.

Wherever your state is on the continuum of developing the next generation of CTE programming and increasing work-based learning for students, this session will provide inspiration, data to support this type of model, and concrete recommendations on how to develop this type of programming and attract additional resources to support it.

July

16:15

Best Practices in Estimating Early Childhood Education Costs

This engaging session will feature interactive lectures and small-group work. Facilitators will share best practices for study design, data collection, and effective reporting; commonly used resource and pricing databases; and a discussion guide to help states explore ECE cost information and determine what is most useful in setting funding priorities. Attendees will explore cost estimation challenges and develop actionable strategies tailored to their state’s context. Facilitators will use the extended workshop time to foster collaborative problem-solving, nuanced discussions, and connection-making around shared lines of inquiry. Cost information is critical for determining funding and policy priorities. This workshop addresses states’ needs for accurate ECE cost estimates, particularly those considering child care subsidy rates based on costs, under Administration for Children and Families (ACF) allowances. While at least eight states with ACF approval use cost-based information to set child care subsidies, others seek cost-based information to inform funding priorities broadly. Geared toward policymakers and researchers, this session will engage any attendee interested in ECE costs, regardless of team composition or stage on inquiry. Facilitators are experts engaged in state-level policy consulting, research, and cost estimation, which ensures authentic and actionable insights. Cost estimates can be a single point-in-time estimate or a cost model tool that allows a user to adjust assumptions and investigate costs. States may be interested in the cost of care provided currently (in a single setting or mixed-delivery system), or cost of higher quality care, additional or different services, etc. The shared best practices and discussion guide acknowledge the complexity of estimating costs of mixed-delivery systems, and are designed to help states create or contract for (including evaluate the merit of proposals) accurate estimates for any of these goals.

July

16:15

Defining High-Value Credentials for Durable Career Pathways

As more states consider industry-recognized credentials as part of graduation pathways, policymakers face a critical question: Which credentials actually build critical, durable skills and lead to sustained employment, high wages, and postsecondary success, such that these credentials should directly support earning a high school diploma? Ohio is leading the charge in answering this critical question. This session will spotlight emerging research and Ohio’s new, data-driven effort to redefine what constitutes a “high-value” credential. Through a three-year initiative led by nonprofit organization Ohio Excels and the Ohio Department of Education and Workforce, in partnership with Watershed Advisors and Accelerate, the state is aiming to use labor-market demand, wage outcomes, postsecondary success, and national best practices to inform a credential eligibility framework with clear criteria and thresholds for credential eligibility. Participants will learn how rigorous credential evaluation methodologies can strengthen aligned pathways that build durable skills, align education with workforce needs, and promote access to economic opportunity. The session will highlight how Ohio is testing its current credential list against these research-based benchmarks and creating tools to support ongoing, evidence-based decision-making. Designed for state education and workforce leaders, this session will translate complex data into practical policy insights. Attendees will leave with a clearer understanding of how research-grounded credential systems can improve graduation pathways, employer trust, and return on investment—and how similar approaches can be adapted in their own states.

July

16:15

A State Playbook for Place-Based Partnerships: Inside Maryland’s ENOUGH Act

Schools are increasingly expected to address nonacademic barriers to learning – chronic absenteeism, housing instability, and mental health needs – and doing so at scale requires coordination across state agencies and local partners. This session offers an implementation case study of Maryland's ENOUGH Act (Engaging Neighborhoods, Organizations, Unions, Governments, and Households) -- the nation's only state-led legislative framework funding community partnerships to deliver cradle-to-career services that improve academic outcomes and student wellbeing. Two years in, 28 partnerships across 12 Maryland counties are operational, spanning rural, suburban, and urban contexts and serving students facing poverty and related barriers to learning. Maryland Special Secretary Carmel Martin will be joined by leaders from Harlem Children's Zone, whose cradle-to-career model inspired the ENOUGH Act's design, and Blue Meridian Partners, whose Place Matters initiative provides philanthropic co-investment in ENOUGH communities. Together, they will address critical state policy decision points: - Funding design: How should states balance planning vs. implementation funding, competitive vs. formula allocation, and flexibility vs. accountability? - Accountability: What outcomes are realistic to measure in early years? How should data-sharing across agencies and community partners be structured? - Technical assistance: What infrastructure and partnerships did Maryland develop to ensure communities were equipped to implement effectively? - Philanthropic engagement: How can states and philanthropy partner to expand resources for youth? Attendees will receive case study materials documenting Maryland's legislative strategy, implementation plan, and emerging outcome data. The session concludes with Q&A for state leaders to explore aspects relevant to their contexts and share opportunities with peers.

July

16:15

Leading for Impact: What Effective Schools Require

This session will spotlight the work the Arizona Department of Education (ADE) has done to create a pipeline of support from new teachers to school board members. ADE gathered feedback from stakeholders on the types of support teachers and leaders need. A 2023 survey of the 18% of Arizona teachers who left the classroom in 2022 showed that the top reasons were pay and lack of administrative support. In the 2023–24 school year, ADE launched multiple cohorts of the Principals’ Leadership Academy. Some principals received coaches while others did not. To date, more than 300 principals have attended the six‑day academy. Feedback from coached cohorts was so positive that all principals now receive a coach. ADE has continued to add trainings and academies, most of which include ongoing support. All training content is aligned so districts can build systems focused on what matters most—recognizing that effective schools change when they need to, while ineffective schools change only when they must. The academies emphasize key practices such as anchoring decisions to a vision and goals, strategically managing time and money, and building trust and relationships. Trainings are designed to be short on theory and long on practical strategies, offering concrete actions that can be implemented immediately. Examples include tools for building trust—such as get‑to‑know‑you cards (teachers), consultancy protocols (instructional coaches), opinion meetings (principals), and Four Agreements (school boards). Time‑management tools include calendar color‑coding for school and district leaders. Since its inception in 2023, the menu of trainings has grown from four to fourteen, and attendance has more than quadrupled--8,000+ attendees to date. Surveys show that more than 99% would recommend the training, and 95% report increased knowledge and skills. One participant shared, “Fifteen years as a principal and I learned more here than I learned in my entire schooling experience.

July

16:15

Getting PREPared: How Texas Rebuilt Teacher Preparation at Scale

HB 2’s Preparing and Retaining Educators Through Partnership (PREP) Program was enacted in response to chronic teacher turnover, poor teacher preparation quality, and a rapidly growing reliance on uncertified teachers. Rather than provide incremental fixes, Texas leaders systemically redesigned teacher preparation pathways. By incentivizing high-quality, practice-based preparation through district-EPP partnerships, the PREP program ensures that more teacher candidates can reach certification in a cost-effective and timely manner. Additionally, HB 2 included increases in strategic compensation systems, incentives for Grow Your Own programs, support for strategic staffing, and funding for teacher mentoring, which together create a comprehensive approach to transforming the teacher workforce in Texas. This session will explore how the PREP program evolved from policy to practice. A state legislator will first emphasize why statewide reform was necessary and how PREP was designed to scale year-long residencies, strengthen teacher mentorship, and improve nontraditional pathways into the profession. Top agency staff will then explain key tenets of the program, including how its corresponding allotment provides sustainable funding to EPPs, districts, mentor teachers, and candidates and how these reforms can work together to transform teacher talent systems. Lastly, a leading educator preparation provider will share implementation lessons: how successful partnerships are designing residency models, selecting and supporting mentor teachers, and using the allotment to reduce financial barriers. The session will close with a candid discussion of challenges that arose during policy and implementation stages. Attendee participation will be crucial: throughout the session, participants will be asked to reflect on their own state contexts, engage with panelists through Q&A, and receive take-home, actionable strategies that replicate or adapt similar reforms.

July

16:15

Who Pays for Public Schools? The Future of Property Taxes and Education Funding

Property taxes remain a foundational source of public education revenue in most states, providing a relatively stable and locally-controlled source of funding for schools. Yet they also sit at the center of some of the most politically sensitive debates in education policy: Heavy reliance on local property taxes can contribute to deep inequities in school funding across communities, and property taxes also face backlash from voters who fear rising residential property values will lead to higher taxes. In states and communities where charter schools are part of the public education landscape, differences in access to local revenues can drive both inequity in funding between school types and acrimony between the sectors. This is a live conversation in states: --An OH ballot initiative would eliminate property tax via a constitutional amendment, while a FL proposal would eliminate non-school property taxes. --States like MS, TN, and AL have revised their school funding formulas without considering updates to state-local revenue-sharing structures, suggesting that even wholesale state funding formula reform is easier than changing the local revenue status quo. As states grapple with affordability concerns and wealth gaps across school districts and communities, policymakers face a difficult question: how to preserve the fiscal benefits of the property tax while mitigating its challenges? This session convenes tax policy experts, state advocates, and education finance researchers to discuss the future of the property tax in school funding systems. Panelists will explore how states currently use property taxes to support public education – including for rural and agricultural areas – the tradeoffs of various policy approaches, and the political dynamics shaping reform efforts. The discussion will highlight policy strategies such as equalization formulas, circuit breakers, and targeted relief that can protect schools and taxpayers.

July

17:30

Welcome Reception

Day - 02

July

08:00

Thursday Breakfast

July

09:15

Thursday Morning General Session

July

10:30

Three States, One Goal: Statewide Access Without Losing Local Control

This session focuses on one of the most persistent challenges in state education policy: how to scale statewide access, security, and data systems while preserving strong local control. At a time when states are investing in cybersecurity, digital learning, and workforce readiness, leaders must balance statewide consistency with district autonomy. This session is timely because more states are pursuing statewide initiatives, yet adoption often stalls when local flexibility is not respected. Using side-by-side examples from six states with strong traditions of local control, including Delaware, North Dakota, and South Carolina, participants will see how district independence can become a catalyst rather than a barrier to statewide success. The session will explore how trust, voluntary participation, and phased implementation strategies led to high adoption without heavy mandates, while still delivering statewide visibility, security, and efficiency. Attendees will learn how states aligned policy goals, funding approaches, and operational supports to encourage district participation, how statewide access models can improve cybersecurity posture and data quality, and how consistent infrastructure enables better instructional and workforce readiness outcomes. The session will also highlight practical lessons learned, common pitfalls, and the role of strong partnerships between state agencies, districts, and vendors. This session is especially valuable for state legislators, Chiefs of Education, CIOs, CTOs, and policy leaders responsible for creating statewide solutions that districts will actually use. Participants will leave with concrete strategies for building trust, designing incentives, and implementing statewide systems that achieve lasting impact without sacrificing local decision-making.

July

10:30

From Principles to Practice: Maine’s Statewide AI and CS Framework

This State Spotlight highlights Maine’s coordinated, statewide approach to computer science and artificial intelligence education policy, including the creation of the Maine AI taskforce and the development and implementation of Maine AI Guidance for schools. As states confront rapid AI adoption in classrooms, policymakers face urgent questions around student data privacy, academic integrity, instructional quality, workforce preparation, educator readiness, and equity of access. Maine responded by establishing a cross-sector AI Task Force, aligning AI guidance with its existing computer science education strategy, and investing in educator capacity and instructional resources to ensure responsible, student-centered implementation. State leaders will present a policy case-study examining: The specific challenges that prompted policy action The governance structures used to develop consensus; How stakeholder input shaped policy design; and How guidance was operationalized through professional learning and statewide supports. Presenters will share implementation data, early outcomes, and policy trade-offs, including balancing innovation with safeguards for rural districts, low-income communities, multilingual learners, and students with disabilities. Participants will engage in a structured policy scenario activity using Maine’s framework to analyze how similar guidance could be developed or adapted in their own states. Attendees will leave with practical tools, including a policy development checklist, stakeholder engagement map, and AI-CS alignment framework. This session is designed for governors’ education advisors, legislators, state education agency leaders, and state board members seeking concrete examples on how a state can move from high-level principles to actionable, scalable policy while centering student outcomes and educator support.

July

10:30

Advancing Early Educator Compensation Through Community-Driven Systems Change

Across the country, communities are grappling with how to recruit, support, and retain a stable, well-compensated early childhood education (ECE) workforce—one that reflects the communities it serves and provides meaningful, family-sustaining career pathways. These challenges are deeply tied to issues of racial and gender equity, and solutions must be both innovative and grounded in community realities. In Louisiana, the Louisiana Policy Institute for Children (LPIC) has taken a bold step by investing $1.3 million in seven locally led demonstration projects designed to improve early educator compensation. These projects, launched in diverse regions across the state, test place-based strategies that aim to increase compensation, enhance workforce stability, and support educator well-being. This session will present the Louisiana demonstration projects as a case study for other states and communities—offering real-world insights, early lessons learned, and ideas for adaptation. To support deeper systems change, LPIC also launched a statewide Community of Practice (CoP)—a collaborative learning space for grantees, state-level stakeholders, and mid-level systems leaders, including representatives from Child Care Resource & Referral Agencies (CCR&Rs) and local early childhood networks. The CoP fosters shared learning and practical problem-solving, creating opportunities for members to reflect, share tools, and co-develop sustainable compensation solutions rooted in community context.

Candace Weber

Louisiana Policy Institute for Children

Candace Alfred Weber, Ph.D., serves as the Chief of Partnerships at the Louisiana Policy Institute for Children, where she spearheads the creation, management, and implementation of strategic partnerships to support coalitions of early care and education advocates across Louisiana. A recognized thought leader, Dr. Weber is frequently consulted for her insights on enhancing early education workforce compensation in the state. Utilizing data and research, she advises businesses, chambers of commerce, advocacy organizations, and early care and education professionals on initiatives to boost workforce participation and strengthen the economy. Before joining the Policy Institute, Dr. Weber was a Fellow in the Broad Residency in Urban Education Program at the Louisiana Department of Education. As Director of Early Childhood Strategy and Operations, she focused on data analysis and worked to expand the reach of the State’s Child Care Assistance Program to serve more families and children. In her final rotation, she served as Director of Education Finance, overseeing the management of the agency’s multi- billion-dollar budget. Dr. Weber has over 15 years of experience in Corporate America, holding several leadership positions within two Fortune companies before she transitioned to the public sector. During her doctoral studies, Dr. Weber was selected by the Congressional Black Caucus Foundation as a 2022–23 scholar for her work in public policy research. Her research explores early childhood education policy, particularly strategies to improve access to early childhood systems at scale. She is especially interested in the economic implications of child care and policies that support young children, their families, and the early education workforce. Dr. Weber earned her Ph.D. in Public Policy from the Nelson Mandela College of Government and Social Sciences at Southern University and A&M College. She also holds a Master's in Educational Leadership from the Broad Center at Yale School of Management, an MBA from Pepperdine University, and a Bachelor's in Business Administration from Xavier University of Louisiana. Throughout her career, Dr. Weber has remained committed to advancing educational opportunity as a pathway to economic mobility and strong outcomes for families and communities with young children.

July

10:30

Top State for Talent: Georgia Where Talent Meets Opportunity

Under Governor Brian P. Kemp’s leadership, Georgia has executed a comprehensive transformation of its talent pipeline through the Top State for Talent initiative. This session will examine how state leaders designed, enacted, and operationalized a cross-agency policy framework that aligns K–12 education, postsecondary pathways, and workforce development with current and future labor market needs. The initiative dismantles institutional silos, establishes shared accountability, and advances a unified vision for talent development statewide. Presenters will first demonstrate how Georgia MATCH, the state’s direct admissions program, simplifies the college transition for high school seniors by proactively connecting students to postsecondary options aligned with their academic profile. Speakers will explain how Georgia MATCH expands access, promotes equity, and strengthens the connection between secondary education, postsecondary enrollment, and workforce readiness. The session will then analyze the creation and application of the High-Demand Career List, a data-driven tool that prioritizes occupations with strong wage growth and regional labor demand. Attendees will learn how this list informs program approval, funding decisions, advising practices, and employer engagement, ensuring education and training investments remain responsive to industry needs. Next, presenters will detail the role of cross-sector collaboration and the work of the Strategy Team in advancing articulation agreements, stackable credentials, and institutional adaptability. The discussion will highlight how shared governance structures and aligned incentives support data-informed responses to evolving workforce demands. The session will conclude by previewing forthcoming initiatives, including enhanced student navigation tools, positioning Georgia’s model as an evolving, scalable framework for statewide talent alignment.

July

10:30

Accountability 2.0: Data and Outcomes Rethinking Data to Drive Improvement

State leaders are increasingly focused on strengthening the value of postsecondary education by ensuring institutions deliver meaningful outcomes for students. At the same time, policymakers seek accountability systems that support improvement rather than compliance and that respect institutional mission. This session will explore how data and outcomes-focused frameworks that can help states and institutions translate mission into measurable impact. Using WSCUC’s approach as a case example, the session will examine how clearly defined expectations for evidence, student success, and continuous improvement can drive stronger student outcomes while avoiding one-size-fits-all performance metrics. Speakers will discuss how states and accreditors are measuring outcomes, including those related to affordability, workforce preparation, and post-graduation earnings, and how these measures can provide meaningful insight for state policymakers. The session is timely as states revisit postsecondary accountability, affordability strategies, and workforce alignment in response to demographic and policy shifts and economic change. Attendees will gain a practical view into how outcomes based accountability can complement state policy goals, strengthen transparency, and support long-term institutional effectiveness. The discussion will highlight lessons that can be applied across different governance structures and political contexts, making it relevant for bipartisan audiences.

Mike Duffey

Chancellor, Ohio Department of Higher Education (ODHE)

Mike Duffey was appointed by Governor Mike DeWine the eleventh Chancellor of the Ohio Department of Higher Education (ODHE) in January 2024. As Chancellor, he oversees the state’s two-year and four-year colleges and universities and Ohio Technical Centers. In addition, the Chancellor provides policy guidance to the Governor and the Ohio General Assembly and carries out state higher education policy. Prior to being named Chancellor, Mike Duffey served ODHE as Senior Vice Chancellor for five years, collaboratively working on policy proposals for the administration, including tuition guarantees, transcript release, student debt relief, short-term credentials, Ohio’s new merit scholarship, increases to need-based aid, and support for innovation and technology commercialization, among other topics. Before the DeWine-Husted administration, Duffey served eight years in the Ohio House of Representatives, where he chaired the Higher Education and Workforce committee, vice-chaired the legislature’s Joint Committee on College Affordability, and co-chaired the Ohio Tuition Trust Authority. Duffey currently serves as the Governor’s designee on the Midwestern Higher Education Compact. From November 2021 to August 2022, he chaired the State Committee on Computer Science. And from 2019 to 2021, he also served as deputy director of InnovateOhio, an initiative led by Lt. Governor Jon Husted in support of innovation and entrepreneurialism. As State Representative, Duffey sponsored legislation that established the Chancellor’s authority to review special fees, and the state auditor’s authority to conduct performance audits of Ohio’s public colleges, and he led efforts to involve students in college governance. Duffey was the primary sponsor of HB1, the legislation that created JobsOhio in 2011. Among sports fans, Duffey is known for having initiated the legal theory and evidentiary basis for the state lawsuit that saved the Columbus Crew Major League Soccer franchise. For this work, he received the Spirit of Columbus award from The Columbus Foundation. Duffey has a Master of Business Administration from The Ohio State University and a bachelor’s degree in political science from the University of Michigan. He graduated as a Weidler Scholar at The Ohio State University. Prior to serving in the legislature, Duffey was twice elected to Worthington City Council and worked in the private sector in external relations, communications, and journalism. Duffey and his wife, Lindsay, a public-school teacher and librarian, live in Worthington and are the parents of two children, Jack and Annie. The family has two goldendoodles, Comet and Clover.

July

10:30

Healthy Environments Advance Learning: Workshop on PK-12 Facilities Policy

School climate isn’t only culture and relationships. It is also the physical environment students and educators experience every day. Unhealthy air, temperature swings, and dampness can make schools uncomfortable or unsafe. These conditions can trigger symptoms, disrupt instruction, and reduce well-being, especially in high-need communities, but they are often overlooked in school climate policy discussions. Facility responsibilities and funding vary widely across states. Legislators and state leaders set expectations and allocate dollars, but information on building conditions, spending, and policy can be hard to find and compare. This workshop helps participants connect school climate goals to policy levers for school facilities. Rhode Island offers a practical case example of sustained state work on PK–12 facilities, showing what a long-term approach can look like. RIDE School Building Authority leaders Dr. Joseph da Silva and Brian Lemay will describe Rhode Island’s state roles and policies, with a focus on Healthy Environments Advance Learning (HEAL). HEAL helps high-need districts use data and partnerships, including the Rhode Island Department of Health (RIDOH) and the State Energy Office, to address indoor environmental conditions that affect comfort and health. HEAL supports measurement, prioritization, and follow-through to strengthen operations and preventive maintenance. Mary Filardo will facilitate table discussions using National Center on School Infrastructure (NCSI) resources for policy and data comparisons. Participants will draw on a searchable database of state facilities policies and programs, organized by governance, management, data, planning, funding, accountability, and standards. They will also use an interactive dashboard that brings together facilities data on inventory, investment, spending, and debt, enabling comparisons across states and district contexts. Guided prompts will help attendees identify policy levers, gaps, and roles.

July

10:30

Building Civic Skills and a Pathway to Lifelong Community Engagement through Civic Seals

As America celebrates its 250th birthday, we must invest in the rising generation of citizens, ensuring the strength and sustenance of our constitutional democracy for our posterity. To this end, states are adopting civic diploma seals programs to recognize student excellence in civic learning and incentivize their civic development. The civic skills they acquire along the way are critical not only to students’ lifelong engagement in our communities, but also college success and as contributors to the 21st Century workforce. To date, twelve states offer civic diploma seals, most of them rewarding students for strong performance in civics courses and/or assessments and completion of related community engagement projects. Civic seals offer a carrot-based approach to civic learning in contrast to course mandates and high-stakes assessments. They help cultivate critical civic skills like deliberation, public speaking, information literacy, and working within diverse groups to solve community problems. This session will provide an overview of existing state programs and early returns on their implementation. It will also engage participants in conversation about civic skills seals programs should cultivate. Later, attendees will develop a plan for potential adoption in their respective states. These plans will consider implementation challenges and existing and prospective resources to draw upon to mitigate them. Dr. Shawn Healy, Chief Policy and Advocacy Officer at iCivics, will detail the free technical assistance his team offers to state policymakers as they consider civic seals programs and other policies to strengthen K-12 civic education. His colleague Mya Baker, iCivics Chief Learning Services Officer, will articulate the implementation supports her team offers to teachers, schools, districts, and state agencies as they implement civic seals and other policy innovations.

July

11:45

Thursday Lunch

July

13:00

Thursday Afternoon Plenary

July

14:15

Michigan OPTIMISE: Playbook to Attract, Prepare & Retain Special Educators

Michigan’s OPTIMISE addresses the persistent shortages across special education roles that serve infants, toddlers, children, and young adults with disabilities, birth to 26 years. Our State Spotlight session will show how Michigan used a legislatively guided task force structure to move from “shortage talk” to actionable policy and implementation across the educator pipeline. Speakers will walk participants through: -OPTIMISE’s history and the role of the legislature. -Researching workforce data to build uniform systems to support Michigan’s needs. -Diagnosing barriers and building structure using Listening Sessions → Influence Mapping → Core Team → Action Teams → Task Force. -Action team recommendations that move from information to implementation. -Leveraging websites and social media to elevate the profession and change the public’s perception. -Building, supporting, and sustaining a NEW education system that can enthusiastically attract, prepare, and retain an effective and diverse special education workforce to serve individuals across Michigan. -Illustrating success with real metrics drawn from project outcomes, evaluations and impact data. Through OPTIMISE, over 500 individuals with differing perspectives have participated on our action teams to identify barriers and make recommendations for systemic change. Over 4,000 paraeducators have participated in our intentional professional development training. One cohort of building leaders has already received training and mentoring around inclusive practices. Additionally, we secured funding for the development of two additional school psychologist higher education programs. Using storytelling techniques, job portals, and informative offerings, we maintain high engagement on our social media and website. All this, and much more, has been achieved over three years in collaboration with our state partners, as well as our task force made up of 18 organizations which includes the governor’s office and legislature.

July

14:15

Credentialing Early Childhood Teachers: Considerations for States

Almost every state has invested in expanding publicly funded preschool and developing early childhood teaching credentials. Early childhood teaching credentials can help build a strong teaching workforce with specialized knowledge and skills in early childhood development and learning. However, when developing credentials requirements, states need to consider who will be required to hold a credential, the key content covered, potential overlap with other credentials, and workforce conditions. The choices that state policymakers make impact the design of early childhood teacher credential preparation programs, who attends, candidates’ experience, and their future job options. This session will describe state-level policies governing the credentialing of early childhood teachers in Louisiana, Massachusetts, New Jersey, and New York and illustrate how states can support a high-quality preschool workforce through thoughtfully designed and implemented credentialing systems. A presenter from the Learning Policy Institute will provide (1) an overview of national early childhood credentialing trends, (2) state early childhood credentialing choices, (3) pathways to support access, and (4) policy considerations to ensure that states develop candidates’ knowledge and skills to be effective teachers, recruit candidates from diverse backgrounds, make the credential accessible, and support working candidates’ success. A state education leader will then discuss lessons learned from their state’s early childhood credentialing efforts—specifically how decisions were made about the age spans credentials cover, content and clinical experience required for each credential, and the assessments used to ensure that candidates meet state standards. Participants will then have an opportunity to share how their states have approached early childhood credentialing, discuss successes and challenges, and ask questions to presenters and other participants in attendance.

July

14:15

From Admitted to Affordable: Integrating Financial Aid into Admissions Redesign

As college enrollment faces national headwinds and shifting demographics, the traditional opt-in admissions model is being replaced by a more proactive, student-centered approach. However, simplifying the admissions process is only half the battle. To truly close equity gaps, states must bridge the chasm between being admitted and being able to afford it. This session explores the next frontier of college access: the integration of financial aid into direct admissions programs. Moderated by the Lumina Foundation, architects of The Great Admissions Redesign, this panel showcases two pioneering states - Tennessee and Washington - that are moving beyond application simplification to create seamless gateways to postsecondary education. Tennessee and Washington both launched direct admissions programs in recent years and are now working to embed financial aid into admissions notifications. In the wake of recent national FAFSA challenges and a growing skepticism regarding the ROI of a degree, students need clarity on affordability earlier than ever. This session is critical for policymakers who recognize that admission without an affordable path is a hollow promise. Attendees will gain a roadmap for: Policy & Governance: Navigating the cross-agency data-sharing agreements required to link K-12 performance with financial aid eligibility. Equity in Action: Shifting from opt-in to opt-out systems that capture students who traditionally fall through the cracks. Scalability: Identifying the legislative levers and funding models used in TN and WA that can be replicated in other state contexts. Join us to learn how to transform the admissions process from a bureaucratic hurdle into a powerful tool for economic mobility and state workforce development.

July

14:15

Empowering State and Local Leaders to Drive Transformational Change

Innovation meets efficiency in Iowa. We are proud to announce that the U.S. Department of Education has granted “first-in-the-nation” approval for the initial steps of Iowa’s Unified Allocation Plan (UAP). This marks a historic shift in how state and federal resources align to serve students and educators. Over the past two years, Iowa has implemented a cohesive set of reforms driven by five key policy levers: Lever 1: Unified Accountability & Improvement: Launched in 2024, this system tracks proficiency, growth, and chronic absenteeism. By embedding school improvement experts directly into the field, we delivered 6,000+ hours of coaching, yielding dramatic gains in our most high-need schools. Lever 2: Early Literacy Advancements: We have codified the Science of Reading through rigorous standards, evidence-based professional learning, and family-centered resources. Lever 3: Targeted Attendance Strategies: Iowa introduced an innovative attendance growth indicator and established a statewide early warning system, supported by legislation to engage families and community partners early. Lever 4: Postsecondary Pathways: Our revamped readiness measures value multiple routes to success, including work-based learning, industry credentials, and dual enrollment college credits. Lever 5: The UAP (A New Era): The UAP dissolves traditional funding silos and cuts administrative red tape. By leveraging ESEA section 8401 and Ed-Flex, we are expanding local flexibility while maintaining high accountability standards. Conclusion: Participants will gain actionable insights into aligning instruction, accountability, and funding into a coherent statewide strategy that produces measurable results.

July

14:15

Strengthening the Seams of Education: A Cross-Sector Coalition Model for Change

This presentation has relevance to attendees across all sectors of education. We will present on the Minnesota P-20 Education Partnership (MNP20) and the efforts over the past five years to redesign ourselves to amplify impact. This includes: structuring legislation, building alliances, necessary resources, defining the mission, evidence of impact, and developing strategy. We will also share key takeaways for replication. At a time when federal resources are shifting, this model it is timely and essential. We will identify what we can be accomplished through a structured coalition, and how our independent, nonpartisan nature and the presence of senior state leaders helps set the stage to tackle thorny issues of policy and practice. We will highlight how our holistic approach puts students at the center of policy work and bridges early childhood through higher ed and workforce development. This work focuses on stronger aligned pathways for learners, both at the policy and systems/practice level, and focuses on the seams across the education ecosystem. We will also discuss how our nonpartisan work—with legislators and agency leads in particular—makes us a powerful voice for policy advocacy. Finally, we will highlight the beneficial nature of P-20 partnerships as capacity builders, connectors, amplifiers, and influencers of cross-sector, changemaking work. We will also include videos from some of our members to provide diverse perspectives on the work from legislators, commissioners, and education leaders.

July

14:15

Policymakers’ Role in Expanding Prison Education Access

State policymakers play an important role in ensuring learners in carceral settings have access to the programs and support they need to succeed on the inside and beyond. Join a panel of state leaders who will engage in a robust discussion of barriers, state policy opportunities, and key considerations for policymakers working to best support these learners. This workshop will provide an opportunity for attendees to ask questions, and to talk to and learn from their peers from other states. They will leave the session with concrete policy considerations, guiding questions to ask as they navigate policymaking processes, and actionable policy options.

July

14:15

How All 50 States are Approaching High-Impact Tutoring Post-ESSER

As states move beyond federal pandemic relief, policymakers face difficult questions about whether (or perhaps more urgently, how) to sustain effective academic interventions at scale. High-impact tutoring has one of the strongest evidence bases in education, yet state approaches to supporting it vary widely in funding, policy design, and implementation expectations. This session will highlight findings from a forthcoming 2026 update to a 50-state scan of tutoring policies, including an interactive map, documenting how states are shifting from short-term relief funding toward more durable policy strategies. Drawing on interviews and research across all 50 states and the District of Columbia, the session will surface national trends alongside concrete state examples that illustrate different policy pathways. A state leader (Arkansas is in the process of confirming they are available) will share how tutoring is being embedded within literacy initiatives, multi-tiered systems of support (MTSS), and broader instructional frameworks rather than treated as a temporary or standalone intervention. For example, Arkansas has combined state policy, higher education partnerships, and federal grant funding to support high-impact tutoring at scale, including through a recent federal Education Innovation and Research (EIR) award. A second state example (to be decided) will provide a contrasting or complementary approach, such as a state-led grant model or sustained technical assistance strategy. The session will emphasize practical policy considerations, including funding mechanisms, implementation guardrails that preserve quality, and lessons learned as states adapt to a post-ESSER landscape. Attendees will leave with actionable insights to inform policy decisions in their own states. See 2024-25 State Policy Snapshot and interactive map here for reference:

July

15:30

Making School Choice Work: How States Can Help Families Access the Information They Need

School choice programs are expanding rapidly across the country, offering families more educational options than ever before. But choice without information isn’t really choice. When families can’t easily find, understand, and compare schools based on what matters most to them—from academic programs and student supports to extracurricular offerings—they struggle to make confident decisions, and state investments in choice fall short of their intended impact. This session explores the often-overlooked role states play in building the information infrastructure that makes school choice work for families. As policymakers invest significant resources in vouchers, tax credits, and education savings accounts, critical implementation questions arise: What information do families actually need? How should it be presented? And what role can states play in ensuring information is accessible, usable, and equitable? The session will also highlight practical examples of how complex school data can be translated into parent-friendly guidance—moving beyond raw metrics to help families identify schools that align with their priorities. A moderated discussion will explore state policy levers such as reporting requirements, data standards, and public-private partnerships, with a focus on replicable strategies that other states can adapt to their own contexts.

July

15:30

School District Boundary Change for Funding Fairness and Budget Stability

States are currently facing significant budget challenges from federal funding cuts and trade policies that jeopardize state revenue. Since public education spending looms so large in state budgets, it is unlikely that K-12 schools will be spared in the financial crunch. But large cuts to education funding would have dire consequences.. Since state funding policies are designed so that property-poor districts receive more of their funding from the state, across-the-board cuts would harm public education overall but would affect low-wealth communities the most. Truly addressing these problems will require long-term solutions that make school districts more financially stable while at the same time reducing the inequalities that make some school systems and student populations so much more vulnerable when cuts do come. This Research Features session will present such a policy solution. We will present new research on how school system redistricting can provide a more level funding foundation for all school systems in a state while reducing segregation between districts. Current school district boundaries can entrench both segregation and tax-base inequality. With redistricting, states can give students of all backgrounds fairer access to local school funding. They can also boost the local tax base in districts that now rely very heavily on state aid, easing pressure on the state budget without big cuts or rate hikes. Stadler will present the findings of Redrawing the Lines, a report that adapts machine-learning methods used in legislative redistricting to simulate borders for fairer, more financially sustainable school districts. She will show an interactive tool that allows users to see three potential approaches to school system redistricting. She will also demonstrate a new prototype of a tool that allows policymakers to simulate their own school district consolidation plans and see the impact on tax-bases and student populations.

July

15:30

From Data to Decisions: Governance Strategies for Cross-Sector Alignment

Across the country, states are pursuing ambitious strategies to improve educational attainment and economic mobility through stronger alignment among K-12 education, postsecondary systems, and workforce development. While access to data has expanded significantly, many alignment efforts stall at the implementation stage due to unclear governance roles, fragmented accountability measures, and limited shared understanding of how data should inform decisions across sectors. This workshop examines how governance-level decision-making can support more coherent cross-sector alignment by translating statewide goals into coordinated regional action. Using a data-informed governance framework developed to strengthen community college board-level decision-making, the session explores how governing bodies can set clear objectives, define meaningful measures of success, and leverage shared data to guide policy choices without blurring the line between governance and operations. Participants will engage with common alignment challenges, including differing definitions of success across systems, misaligned incentives, and the difficulty of sustaining collaboration over time. Through facilitated discussion and practical prompts, attendees will consider how governance practices such as clarifying roles, asking strategic questions, and using data to tell a shared story about outcomes can support stronger learner pathways and workforce connections. While the session draws on examples from community college governance, the framework and discussion are relevant to state policymakers, agency leaders, and cross-sector partners seeking scalable approaches to improving coordination, accountability, and long-term value in education and workforce policy.

July

15:30

Beyond the Shops: Idaho's Alternative Funding Model for Local Industry Pathways

As students move through educational systems, our mission and focus must include attention to the value of skilled trades and the power of purpose-driven education. Traditional Career and Technical Education (CTE) programs often struggle with rigid funding silos and slow-moving curricula. In 2023, Idaho broke this mold by implementing the Idaho Career Ready Students (ICRS) Program. This session explores how Idaho bypassed traditional CTE limitations to create a more responsive, industry-aligned alternative that has already launched or expanded 170 programs statewide. Participants will go behind the scenes with State Superintendent Debbie Critchfield to examine the legislative and financial strategies used to: * Overcome Funding Barriers: How Idaho created alternative, flexible funding streams that prioritize secondary programs outside of standard CTE formulas. * Empower Local Industry: The mechanism for allowing local businesses to co-develop curriculum, ensuring students graduate with the exact skills needed for immediate regional employment. * Policy Alignment: How the state aligned graduation requirements with regional career pathways to provide high-quality training without sacrificing academic rigor. This session is a deep dive into state-level policy innovation for leaders looking to connect education with economic strength – right at the intersection of tradition, technology, and opportunity that bridges the gap between the classroom and the local economy.

July

15:30

Colorado’s Interactive Earnings Dashboard: Making Better Use of State Data

States across the country are seeking better ways to understand whether postsecondary education and training programs are delivering real economic value for learners, yet many lack the data infrastructure needed to answer that question. This Research Feature examines emerging evidence and policy lessons from Colorado’s Wage Outcomes Results Coalition (WORC), a multi-sector initiative designed to align postsecondary training data with administrative wage records. Through a partnership between the Colorado Equitable Economic Mobility Initiative and the Colorado Evaluation and Action Lab, WORC links enrollment and completion data from training providers with verified state wage data using privacy-preserving protocols. The resulting longitudinal analysis examines median earnings, earnings relative to cost-of-living benchmarks, and subgroup variation by race, gender, provider type, and completion status. This session will highlight key learnings, describe the methodological approach and its strengths and limitations, and explore how equity-centered reporting can inform state policy decisions. The session is timely as states consider postsecondary value, accountability, and longitudinal data system alignment. Attendees will gain insight into how wage outcome research can support policy decisions related to program approval, funding, learner advising, and cross-agency collaboration. Participants will leave with practical considerations for designing and governing data systems that improve transparency, support economic mobility, and translate research into actionable state policy.

July

15:30

A Simple Cash Transfer with Powerful Results: How New Mexico Raised Graduation Rates for Unhoused Students

Students experiencing homelessness face some of the steepest barriers to consistent attendance and graduation. In New Mexico, a conditional cash transfer model — Guaranteed Payment for Attendance (GPA) — was designed and piloted by New Mexico Appleseed in collaboration with Cuba Independent and West Las Vegas school districts, producing a 93 % graduation rate among participating seniors, well above the statewide average for McKinney-Vento students. The pilot combined monthly $500 payments with engagement requirements (attendance, schoolwork completion, and support sessions), and generated compelling evidence that students could stay enrolled and graduate when financial instability was reduced. Following the pilot’s success, the Legislative Education Study Committee (LESC), under the leadership of Senator Bill Soules, acted to scale the initiative . The broader policy conversation helped shape a state pilot program, funded at approximately $2.1 million annually and enrolling roughly 330 high school students statewide across urban, rural, and tribal districts, which began its first year with payments tied to attendance and academic goals in 2025. This session will explore the continuum from community-based evidence and pilot design to state-level policy adoption and legislative budgeting. Presenters will share data from both the original pilot and early state implementation, discuss legislative and committee processes used to elevate the evidence and inform policy decisions, and provide actionable insights for participants on translating evidence into equitable education policy at scale. Through student voices, implementation lessons, and cross-sector partnership analysis, attendees will gain frameworks for adapting similar initiatives in their home states.

July

15:30

From Practice to Policy: HQIM as a Lever for PreK Quality

High-quality preschool education has long been seen as a foundational lever for children’s future success. One overlooked aspect of quality is curriculum. The 2024 National Academies of Sciences, Engineering, and Medicine (NASEM) report A New Vision for High-Quality Preschool Curriculum presents a landmark synthesis of evidence and expert consensus that reframes how policymakers, educators, researchers, and funders can approach PreK curriculum selection, adoption, implementation, and evaluation. The NASEM report makes a compelling case: preschool curriculum is not a neutral backdrop for teaching and learning but a central driver of children’s developmental experiences and outcomes. To date, many preschool curricula lack strong, evidence-based content and have not been designed with the diversity of children’s learning needs in mind. As a result, programs vary widely in the degree to which they support meaningful learning and school readiness for all children. This session will bring together three influential voices—a state PreK policy leader, a researcher with the NASEM study, and a major funder—to unpack the implications of this report for state and local policy, investment strategies, and the future of high-quality curriculum in preschool. To ground the session in children’s experiences, participants will engage with short videos of PreK classrooms that highlight concrete indicators of curriculum quality. Participants will also engage in an activity that compares high-quality instructional materials (HQIM) in PreK and K-12. Using familiar K-12 HQIM principles, participants will examine how these concepts apply to early learning and where preschool curriculum requires distinct policy effort. Together, these experiences will help participants to translate research into action by clarifying why investment in high-quality Pre-K curriculum matters and how state and local policy can strengthen curriculum selection, implementation, and sustained quality at scale.

July

16:45

Sounds Like a Plan! Driving Success in Math Improvement

States across the country are increasingly focusing on improving math achievement. Many state legislatures are passing bills, but the state education agency and state board of education are typically charged with implementation. Successful design and implementation of state math improvement initiatives can be greatly assisted by co-designed comprehensive math improvement plans. Comprehensive plans have been used to support science of reading initiatives, and are likely to have as much value serving math initiatives. Among states that are developing or have already developed math plans are Maryland, California, Utah, Tennessee, Wyoming, Alabama, Ohio, and Iowa. The National Association of State Boards of Education is convening a Math Improvement Learning and Action group, and will soon publish a paper entitled “Leaders Back Statewide Plans to Improve Math Learning. These activities are designed to support effective math plan development processes for policymakers. Reviewing improvement plans and the processes used to develop them has resulted in a set of key elements of successful math improvement planning. Two states in particular, Texas and Illinois, have engaged in deliberate planning processes to build ownership by key stakeholders in the education community and beyond, and define key strategies and actions. In the spring of 2026 Illinois conducted an in-person listening tour across the state as part of the development of the Illinois Comprehensive Numeracy Plan. Texas has empaneled an Ad Hoc Committee on Mathematics Instruction Framework to identify recommendations supporting improvement in student math achievement. The efforts of these two states will be presented, and Keven Ellis, member of the State Board of Education in Texas and Tony Sanders, state superintendent for the Illinois State Board of Education will engage in a facilitated conversation to discuss this work in their respective states and reflect on the key elements.

Keven Ellis

Texas State Board of Education

Keven Ellis, a Republican from Lufkin, was elected to the State Board of Education (SBOE) in 2016, 2020, and 2022. He was appointed as chair of the SBOE for a two-year term by Gov. Greg Abbott on Sept. 16, 2019. He was confirmed by the Texas Senate on March 31, 2021. For a second term, he was appointed in 2021 to this leadership role by Gov. Abbott and was confirmed by the Texas Senate in April 2023 by a unanimous vote of 31-0. The chair is selected from the 15 elected members of the board. Ellis is a member of the board's Committee on School Finance/Permanent School Fund, which oversees agenda items on topics such as Permanent School Fund management oversight, including audit responsibility, investment objectives, and investment decisions; state and federal funding issues; financial budgeting, reporting, and regulation; contract and grant approval; instructional materials financing operations; community education funding; oversight of the Bond Guarantee Program; and review of nominations for gubernatorial appointments: Teacher Retirement System and School Land Board. Ellis served as vice chair of the Texas Commission on Public School Finance, which laid the ground work for a sweeping new school finance law. Ellis is a chiropractor and has operated Ellis Chiropractic since 1998. That same year, Ellis began his public service career. He is actively involved in the community, serving with local boards, including the Lufkin Host Lions Club, where he served as president for 2012-13, member of the Lufkin Independent School District Tri-Ethnic Board, president of Angelina County Benefit Rodeo, chairman of Small Business Council for Angelina County Chamber of Commerce, president of the Z&OO Railroad, chairman of Eastview United Pentecostal Church’s building committee and assistant scoutmaster for Troop 136. In 2012, he was elected to the Lufkin ISD Board of Trustees and served as board president in 2015-2016, resigning from that post in November 2016 after winning the seat on the state board.

July

16:45

Connecting Early Learning Pedagogy to Early Literacy and Numeracy Learning across Pre-Kindergarten to 3rd Grade

Over the last 25 years, early elementary classrooms have increasingly relied on instructional practices that do not best meet young students’ learning needs—extended periods of seatwork, isolated skills drills, and worksheet-heavy curricula. According to the ECLS-K between 1998 and 2010, dramatic play areas in kindergarten dropped by 29%, while worksheet use increased by 17%. This shift has occurred despite evidence that young children learn more effectively through approaches that integrate play, exploration, and evidence-based instruction. Additionally, the NAEP 2024 results underscore an urgent challenge: persistent and widespread reading and math underperformance with gaps emerging early and compounding over time. This data points to the need for stronger early literacy and numeracy foundations for all children, and for instruction that advances learning rather than constrain it. States are under pressure to improve early literacy and numeracy outcomes while also addressing concerns about instructional P-3 quality. Recent action in states such as Connecticut, New Hampshire, Maine, Massachusetts, and Nevada demonstrates growing policy interest in play-based and developmentally aligned learning. However, policymakers face a critical question: How can states ensure rigorous literacy and math instruction without sacrificing the pedagogical approaches young children need to become successful learners? This workshop addresses the false choice between academic rigor and developmentally appropriate approaches. Participants will explore how states can use policy levers—standards, professional learning, funding, and teacher preparation—to support strong literacy and math instruction that is both grounded in evidence and aligned with how young children learn best. Recognizing the complexity of balancing achievement with child development, this workshop enables participants to engage with peers to work through implementation challenges, learn from states taking action,

July

16:45

Evaluating Policies to Maximize Impact—Two States’ Efforts to Evaluate Their Accountability Systems

Too often, policies are designed and executed without a clearly defined evaluation plan. A strategic evaluation can enhance policy effectiveness by facilitating consistent monitoring of impact and continuous improvement. As SEAs re-envision their existing policies and design new innovations, they can incorporate right-sized evaluations as an essential tool to maximize impact. This session will feature policy evaluation research in two states with different contexts, systems and implementation stages—New Hampshire and Michigan. Both recently designed and implemented comprehensive evaluations of their accountability systems. By attending this session, the audience will learn tangible examples and evaluation strategies that can be applied to diverse policy areas. First, a representative from a nationally recognized non-profit organization will provide a framework for designing an effective evaluation plan, including design approaches, measurement methodologies, and recommended practices. A central idea in this framework is that ongoing evaluation can be incremental, right-sized, and built into program implementation. The two state representatives will then discuss their research. New Hampshire will discuss its recently completed, four-part evaluation study on how its accountability system supports data literacy and school improvement. It delves into questions on perceived effectiveness of funding and resources and improvement rate of identified schools. The representative will also describe policy improvements made as a result of the study. Michigan will discuss its emerging evaluation to determine whether its accountability system is appropriately calculating school performance and identifying schools requiring additional resources. The representative will describe how the state established its theory of action and guiding questions, as well as the initial findings and policy impact thus far.

Nathan Dadey

Senior Associate, Center for Assessment

Nathan Dadey is interested in the design, scaling, and use of educational assessments, particularly assessments used for accountability purposes. He aims to produce methodological and applied work that contributes to improved understanding and use of assessment results in policy contexts. In terms of methodological work, Nathan focuses on tackling issues in which typical educational measurement approaches fall short. One such area is the measurement of the Next Generation Science Standards (NGSS). For example, Nathan has supported multiple state departments of education (Delaware, Wisconsin, and Nebraska) in developing conceptualizations of their NGSS statewide systems of assessments, leading content specialists in the creation of three dimensional tasks, assisting multiple SCASS groups within the Council of Chief State School Officers and reviewing NGSS performance task quality and evaluation tools (with Achieve). A second area deals with the numerous challenges inherent in designing and implementing comprehensive systems of assessment. While working to tackling these kinds of challenges, Nathan has explored ways in which a set of “mini-interim” assessments can be scaled (with Curriculum Associates), written a policy brief addressing ESSA’s interim assessment provision and explored ways in which Bayesian networks can be used to summarize interim and summative assessment results. In terms of applied work, Nathan focuses on issues that threaten the validity of assessment and accountability operational programs. These issues include the dimensionality of alternate assessment based on alternate achievement standards (on behalf of NCSC), the impact of interruptions on online assessment results (on behalf of the Smarter Balanced Assessment Consortia) as well as recommendations to address such impacts (on behalf of CCSSO), the representation of English Language Proficiency within state accountability systems (on behalf of the Latino Policy Forum), and the comparability of assessment scores across multiple digital devices (on behalf of the TILSA SCASS). Nathan received a Ph.D. from the University of Colorado Boulder with a concentration in research and evaluation methodology. Nathan Dadey focuses on using psychometric and statistical methods to address practical problems, including issues related to combining interim assessment data, dimensionality of alternative assessments, subscores, and vertical scales.

July

16:45

Expanding Specialized Program Access in a Choice-Based System

Education Savings Accounts (ESAs), tax credit scholarships, and related choice initiatives are expanding rapidly. Education choice programs and policies are accelerating the emergence of a publicly funded education marketplace in which students can increasingly access services from multiple providers. How states design governance, funding, and accountability structures now will determine whether or not these systems expand opportunity, including the opportunity to access specialized education programs. This session will examine how states can intentionally design choice-based system policies to promote equitable access to high-quality specialized programming, including college- and career pathways and other high-cost or hard-to-access offerings. Rather than focusing on whether states should adopt ESAs or tax credits, the session centers on how these policies can be structured to promote access to programs, while acknowledging the need for fiscal sustainability and system coherence. Drawing on cross-state experience and emerging federal and state policy developments, the session will explore key design questions, including: What governance structures are needed in a multi-provider environment? How can funding be structured to promote access and sustainability? Should states define and fund market enablers such as transportation and navigation supports to promote access to specialized programs? What guardrails help prevent inequitable access, hidden costs, or system fragmentation? And what role should school districts play as both providers and system anchors? Attendees will engage with leaders that have grappled with these questions, and leave with practical frameworks and guiding questions they can use to assess or refine choice policies in their own state contexts, with a focus on intentional, community- and data-informed decision-making.

July

16:45

An Integrated Talent Strategy: Blurring Postsecondary and Workforce Systems

As states face growing talent shortages and at the same time, high youth unemployment rates, policymakers are increasingly rethinking how education and workforce systems intersect. Traditional and persistent silos between K-12, postsecondary education, and workforce development often limit learners’ ability to move efficiently into high-quality, in-demand jobs in their local area or beyond. In response, a growing number of states are adopting policies that intentionally blur these lines—reimagining education and workforce systems as a single talent development continuum. This session will explore how Colorado and Kentucky are leveraging state policy to align education and career pathways and systems, scale work-based learning, and strengthen economic mobility for youth and adults. In Colorado, Governor Jared Polis has elevated talent development as a core economic strategy, launching a new Department of Talent and advancing statewide pathways that integrate education, credential attainment, and workforce demand. These efforts emphasize cross-agency coordination, employer engagement, and clear on-ramps to high-value careers. Kentucky offers a complementary model, using policy levers such as H.B. 586 to establish the Kentucky Education and Workforce Collaborative. Through this structure, the state is aligning K-12, postsecondary, and workforce programs, expanding career pathways, and improving access to training, employment services, and supports like child care—particularly through Kentucky Career Centers and employer partnerships. Together, these case studies highlight how states can move beyond fragmented systems toward cohesive, learner-centered pathways that respond to labor market needs while advancing equity and economic growth. Attendees will gain practical insights into policy development, governance structures, public and private partnerships, and implementation strategies that position states as engines of opportunity for all.

July

16:45

Research, Scale, and Impact: Bringing Integrated Student Support to Indiana

In Indiana schools, and across the nation, children’s lives outside the classroom impact their learning and growth inside the classroom. Attendance, chronic absenteeism, behavior, engagement, wellbeing, and academic progress are all interconnected. The research on integrated student support suggests that intentional strategies to integrate education with social services, health and mental health, and youth development opportunities could make a difference. Indiana endeavored to find out if it would be possible to scale implementation of an evidence-based model and make a measurable impact on student learning. Learn about exciting new results, and how they were achieved. Topics include: -Sharing new studies’ methodologies and results: Researchers compared student level data in schools with and without the integrated student support intervention using data from the Indiana Department of Education. Learn about these results, their limitations, and how the analysis was conducted.. -Using research to guide selection of evidence-based interventions: Hear first hand from policymakers about their selection process. -Building capacity of local implementation partners: Learn about the importance, challenges, and successes of building local capacity from those who lead the work. Explore the innovative partnership between Indiana, Marian University, Boston College, and City Connects to reach Indiana students. -Being accountable for process metrics and outcomes: Hear about the pros and cons of committing to accountability from different vantage points. -Discussing implications for policymakers: Join in a lively discussion that includes questions, reflections, and recommendations for policymakers interested in improving student well-being and learning outcomes.

July

16:45

Keeping the Arts Alive: Recruiting and Retaining Music and Arts Educators

This session will equip education policymakers with practical strategies and policy tools to strengthen the recruitment, preparation, and retention of music and arts educators in K-12 schools. Participants will explore two national frameworks—A Blueprint for Strengthening the Music Teacher Profession and Supporting Our Current and Future Visual Arts, Design, and Media Arts Educators—along with aligned policy recommendations that address educator shortages, working conditions, preparation pathways, and long-term sustainability of the arts educator workforce. The session will also highlight a successful arts educator mentoring program in Iowa, demonstrating how targeted mentoring and induction supports can improve retention and professional growth for early-career educators. Building on these examples, attendees will receive draft state-level model legislation, focused on strengthening the pipeline of dance, media arts, music, theatre, and visual arts educators through recruitment incentives, preparation supports, mentoring, and ongoing professional learning. Through guided, hands-on exploration of online resources, participants will examine their own state’s music educator certification and licensure requirements and assess existing state policies to recruit, prepare, mentor, and strengthen professional learning for arts educators. By the end of the session, attendees will leave with concrete policy options, adaptable legislative language, and a clearer understanding of how state action can ensure a strong, diverse, and well-supported music and arts educator workforce for the future.

July

16:45

Beyond Income: How Using Wealth to Target Funding Would Improve Student Success

Twenty percent of students from low-income, low-wealth households are predicted to go on to complete a bachelor’s degree, compared to 59% of students from low-income, higher-wealth households. This, among other findings in the report, highlight disparate outcomes stemming from wealth inequality. Nationwide, federal and state financial aid formulas rely heavily on income-based metrics to determine student financial need. While income is an important indicator, it does not effectively identify students with the greatest financial need — those who are “dually-disadvantaged” by low-income and low-wealth backgrounds. Drawing on national and state-level data, this research examines how wealth and income operate as distinct dimensions of economic need and demonstrates the gaps in state financial aid systems. Focusing on state aid programs in California, Illinois, and New York, findings show that students who are both low-income and low-wealth receive nearly the same level of state aid as peers who are similarly low-income but have access to family wealth. As a result of this inequitable distribution of aid, “dually-disadvantaged” students are predicted to borrow more, face greater financial precarity, and experience significantly lower college enrollment and completion rates. The session will highlight core findings relevant to state leaders and invite discussion on a proposed strategy for more efficient distribution of financial aid, aiming to bridge new research with the realities of policy-making and policy implementation. Targeted investments for “dually-disadvantaged” students would yield substantial returns for states. A $5,000 need-based grant targeted to these students is predicted to significantly increase per-cohort graduation rates, with economic benefits outweighing costs by three to five times. Hearing from today’s state leaders is an indispensable opportunity to move forward with a real policy option for maximizing financial aid systems nation-wide.

July

18:00

Distinguished Reception at MLK Library

Day - 03

July

08:00

Friday Breakfast

July

09:15

Supporting Student Well-Being Through School-Based Health Centers and State Policy

School-based health centers (SBHCs) are a proven strategy for improving student attendance, engagement, and well-being by integrating health care services directly into K–12 settings, particularly in underserved communities. Operating in 48 states, SBHCs vary widely in their delivery models, funding structures, scopes of services, and policy environments. Many state policymakers lack a shared, up-to-date understanding of how SBHCs function and how state policy decisions shape their sustainability, reach, and impact. This workshop will engage state leaders in a practical, policy-focused exploration of SBHCs as an education policy lever and not solely a health intervention. The session facilitators bring over 30 years of practical experience in behavioral health, SBHCs, and education policymaking. They will provide a concise overview of SBHC models and core components, highlighting how SBHCs support student success through improved access to primary care, behavioral health services, and other preventive care. Participants will then examine key state policy considerations that influence SBHC sustainability and equitable access, including state funding approaches, Medicaid reimbursement pathways, minor consent laws, vaccine requirements, and cross-agency coordination. Framed within the evolving health care landscape, including uncertainty created by federal policy changes, the session will help policymakers assess how their current state policies enable (or constrain) SBHC growth. Designed for attendees with varying levels of familiarity with SBHCs and roles in state policy leadership, the workshop will guide participants through structured, facilitated small-group discussions to identify policy barriers and opportunities in their own states. Participants will leave with concrete, actionable steps to advance SBHC-supportive policies aligned with their state context and existing policy strategies addressing chronic absenteeism, student engagement, and school climate.

July

09:15

Aligned Career Pathways and Credentials for Learner Success

This workshop will guide state policymakers through practical conversations about building holistic skills and aligned career pathways that lead to meaningful employment and advancement. Career pathways and credentials are vital policy levers—but without alignment across K–12, postsecondary and workforce systems, learners and employers alike experience fragmentation and limited returns on public investment. Drawing on the Southern Regional Education Board’s (SREB) Commission on Career Pathways and Credentials, this session will frame why alignment matters, highlight state policy challenges, and provide tools to help policymakers assess their state’s strategy. The Commission’s work emphasizes coherent governance, clear definition of credentials of value, labor market alignment, and cross-agency collaboration as foundational elements of high-quality pathways. Participants will leave with concrete policy considerations that support employability skills—including success, technical, and academic competencies—that prepare learners for the future of work. Through interactive facilitated exercises, attendees will: • map existing career pathway structures and credentials in their states; • identify policy gaps and opportunities for strengthening alignment; • explore how state policy can elevate stackable credentials that lead to both employment and continued education pathways; • review strategies for developing a unified list of credentials valued by regional and state employers; • discuss strategies to embed employer engagement and labor market evidence into policy decisions. This workshop is especially timely as states aim to connect education systems with workforce needs, advance equitable access to pathways and credentials of value, and ensure that learners develop holistic skills that support both civic and economic participation.

July

09:15

Identifying the Human Advantage in an AI-Driven Workforce

As AI rapidly reshapes the workforce, employers increasingly rely on automation while high school and college graduates struggle to remain competitive in entry-level roles. According to the U.S. Chamber of Commerce, 84% of hiring managers report that high school graduates are underprepared for the workforce compared to previous generations. As a result, students must distinguish themselves through strong decision-making in complex, fast-paced environments. A 2025 Burning Glass Institute report finds that 41% of job postings from 2022–24 reference at least one decision-making skill, most often embedded within critical thinking, problem-solving, adaptability, and communication. These are teachable, human competencies that increasingly determine career mobility and long-term employability. This session examines how education stakeholders, alongside state leaders from Hawai’i and Tennessee, are advancing policy solutions that move durable skills from aspirational graduate profiles into core academic instruction and career and technical education (CTE). When durable skills and validated credentials are integrated into education systems, students graduate with the judgment and efficacy needed to succeed beyond the classroom. Hawai’i has introduced innovative bridge programs, notably the “glidepath” initiative. This program utilizes CTE courses to enable high school students to graduate as certified nurse assistants. This addresses Hawai’i's healthcare workforce shortage and also lays a foundational step for students to later pursue more advanced healthcare professions. Through strong industry partnerships, Tennessee delivered rapid-response, short-term credential and micro-credential programs aligned to employer needs while expanding access to dual enrollment and CTE. This has more than tripled participation among high school students at Tennessee Colleges of Applied Technology to ensure a flexible, future-ready workforce pipeline.

July

09:15

Growing Early Childhood Data Leaders

Policymakers across the country need to understand how their states’ early childhood ecosystems are serving children, families, communities, and the economy. Accessing connected early childhood data is vital for growing policymakers’ understanding and informing their decisions related to designing high-quality programming, allocating scarce public resources, and ensuring supply meets demand, among other actions. However, relative to data from other education sectors, early childhood data tends to be siloed, incomplete, and not conducive for decisionmaking, and data improvement efforts across states continue to be hampered by sporadic funding and inconsistent data leadership. Addressing early childhood data challenges requires skilled data leaders. These leaders possess early childhood policy know-how, technical savvy, and sufficient authority to make decisions and get things done. In the early childhood sector, where data infrastructure and practices often fall short, they are needed to modernize and integrate data systems, build capable data teams, and evolve organizational data cultures. And in a shifting policy and funding landscape, they are the champions who will turn data into useful information for state policymakers and other decisionmakers, in turn raising awareness and rallying resources to sustain critical data work. Join the Data Quality Campaign, ECDataLab, and a Minnesota early childhood data leader to learn how to grow early childhood data leaders in states and state agencies. Drawing from collective decades in the field, the speakers will: - Define what it means to be a data leader; - Make the case for growing data leadership capacity at the state level; - Offer learnings from efforts to develop networks of data leaders across states; and - Share lessons learned from the long-term experiences of a state-based data leader.

July

09:15

Building State Education R&D Capacity: Lessons from Utah

Recent cuts to the Institute of Education Sciences (IES) and an emphasis from the federal government on returning power to the states has placed added responsibility on state leaders to shape their own education R&D agendas. This panel presents Utah as a compelling example of this work in action; how state leaders have systematically invested in data collection and evidence-based practices to improve student outcomes. Utah has taken a deliberate, locally-led approach to fostering education innovation through Utah Leading through Effective, Actionable, and Dynamic (ULEAD) Education, an initiative initially passed in 2018 with the goal of identifying, evaluating, and scaling successful evidence-based practices in schools. In a moderated conversation between the former Utah State Superintendent, the current State Superintendent and Governor Cox’s education policy advisor and former district superintendent, panelists will draw on their direct involvement in the program’s design and ongoing implementation in the program. Specifically, the session will explore ULEAD’s focus on multilingual learner and middle school mathematics achievement, and how these priorities were advanced, as exemplified in a 2024 ULEAD Committee report highlighting successful school practices. The discussion will also place Utah’s lessons in conversation with the State Education R&D Playbook, developed jointly by the Alliance for Learning Innovation, Education Reimagined, and Transcend, which offers concrete tools and recommendations for states to support and scale innovation designed to meet the unique needs of their students. Through the lens of the Playbook, the session will offer practical takeaways for state leaders interested in strengthening their state’s capacity to support evidence-based education innovation, including considerations for building cross-sector partnerships, setting clear statewide priorities, and sustaining innovation beyond individual pilots or leadership transitions.

July

09:15

Measuring What Matters: Rethinking Assessment and Accountability for Today’s Learners

Assessment and accountability have long been central – and contested – features of American education policy. As states continue to prioritize preparing students for a wider range of postsecondary and workforce pathways, many leaders are reexamining whether traditional accountability systems are equipped to measure the knowledge, skills, and experiences that matter most for today’s students and communities. Originally designed to promote transparency and equity, accountability systems have often prioritized a narrow set of outcomes, prompting concerns about over-testing and misalignment with evolving instructional and pathway goals. This session will examine how states are moving beyond compliance-driven models toward more flexible, purpose-driven approaches to assessment and accountability. Drawing on specific state examples, panelists will explore how leaders are rethinking accountability systems to better support holistic skill development, strengthen connections across K-12, postsecondary, and workforce systems, and ensure accountability systems reinforce – rather than undermine – pathway innovation and long-term student success.

July

09:15

Building Education Transformation Continuity in Kentucky

Even as Kentucky has had several leadership transitions in the past five years, the state is leading the nation in reimagining K-12 education structures in a systemic and coordinated way. Beginning with its United We Learn vision setting in 2021, the state has used that vision to drive first assessment and accountability transformation. This is being followed by efforts to transform the way high schools and eventually all schools across the state function. This session will explore how Kentucky has built the foundation for sustainable and meaningful change in its K-12 education policy and practice during changing leadership through several major initiatives. These include setting the state’s overall vision for education, reimagining the state’s local accountability systems, and its evolving high school transformation work. Listeners will learn about how Kentucky has grounded the work in its statewide community by engaging in meaningful and impactful conversations through the state’s Kentucky United We Learn Council. They will leave knowing how Kentucky’s work has led to transformative policy and practice and how the lessons learned there can be applied in their states.

July

09:15

From Stop-Outs to Skilled Workers: Re-Enrollment as a Workforce Strategy

Millions of adults have left college without earning a credential, even as states face persistent workforce shortages in key industries. With over 40 million adults nationally holding some college but no credential (SCNC), this population is increasingly seen not just as a completion challenge but as a critical workforce asset. As labor markets tighten and the traditional college-going population declines, re-enrolling adult stop-outs has become an urgent workforce and economic mobility strategy. This session explores how states are reframing re-enrollment as a workforce-aligned policy strategy, connecting postsecondary systems, legislative action, and labor market needs to strengthen talent pipelines. Panelists will share how their states identify and prioritize SCNC adults, align re-enrollment with high-demand sectors, and coordinate education, workforce, and economic development systems to support credential completion tied to workforce outcomes. Featured speakers include José Luis Santos, Senior Deputy Commissioner for Massachusetts; Dr. Shun Robertson, Senior Vice President for Strategy and Policy at the University of North Carolina System; and Scott Lomas, Chief Strategy Officer at ReUp Education. These leaders bring perspectives from policy, legislation, public higher education, and cross-state re-enrollment execution. Panelists will highlight policy levers such as funding incentives, data coordination, and cross-agency partnerships that shape statewide impact. They will also share early outcomes, implementation lessons, and strategies for moving beyond pilot programs. Attendees will gain actionable insights into how states can design and scale re-enrollment strategies that address employer needs, build workforce pipelines, and expand opportunity for adult learners—offering a roadmap for aligning postsecondary policy with the future of work.

July

10:30

Closing Plenary

Speakers

Mike Abrahamson

Director of Policy and Research, The Partnership for College Completion

Jonathan Alfuth

Senior Director of State Policy, KnowledgeWorks

Sid Bailey

Associate Superintendent of Public Instruction, Arizona Department of Education

Mya Baker

Chief Learning Services Officer, iCivics

Emma-Marie Banks

Coordinator of Learning Through Technology, Maine Department of Education

Robert Behning

Chair, Education Committe, Indiana House of Representatives

Ernest Boffy-Ramirez

Colorado Evaluation and Action Lab, Senior Researcher / Project Director

Nicole Boone

North Carolina Department of Health and Human Services: Division of Child Development and Early Education

Clara Botstein

Chief of Staff, Deputy Mayor for Education, District of Columbia

Allison Braley

Computer Science Specialist, Maine Department of Education

Josclynn Brandon

Vice President of Operations and Partnerships, Student-Ready Strategies

Ami Brooks

Secretary, Alabama Department of Early Childhood

Danica Brown

Founder, DL Research Solutions

Eric Bucher

Deputy Director of Resource Development, Center on Early Learning Success

Mary Call-Blanusa

Director of Public Policy and Partnerships, Alliance for Decision Education

Ian Caraway

Director of Policy and External Affairs, Georgia Governor’s Office of Brian P. Kemp

Bridget Cherry

Consultant, Cherry Strategies

Maggie Cicco

Edunomics Lab at Georgetown University McCourt School of Public Policy

Missy Coffey

Executive Director, ECDataLab

Jessica Corvinus

Director of Strategy and Partnerships, Colorado Equitable Economic Mobility Initiative (CEEMI)

Amy Counts

Director of Curriculum Projects, Arkansas Department of Education

Debbie Critchfield

Superintendent of Public Instruction, Idaho Department of Education

Nathan Dadey

Senior Associate, Center for Assessment

Nathan Dadey

Center for Assessment

Amanda Danks

Senior Researcher, American Institutes for Research

Nicole Davis

Emerging Technology Digital Specialist, Maine Department of Education

Jon Deane

CEO, GreatSchools.org

Paolo DeMaria

President & CEO, National Association of State Boards of Education

Robert Denn

Associate Vice Chancellor, Tennessee Board of Regents

Sydnee Dickson

Former State Superintendent of Public Instruction, Utah State Board of Education

Ted Dintersmith

Mike Duffey

Chancellor, Ohio Department of Higher Education (ODHE)

Mike Duffey

Ohio Department of Higher Education (ODHE)

Allison Duman

K-12 Initiatives Director, Idaho Department of Education

Stacey Edmonson

Assistant Vice Chancellor, Texas A&M University

Ann Edwards

Senior Director, Mathematics, Science and Engineering, WestEd

Anna Edwards

Chief Advocacy Officer and Co-Founder, Whiteboard Advisors

Miki Edwards

Senior Advisor, Governor’s Office of Student Achievement

Keven Ellis

Texas State Board of Education

Keven Ellis

Texas State Board of Education

Veronica Ellis

Education Researcher, Code.org

Nicole Eversmann

Director, Community College Association of Texas Trustees

Mary Filardo

21st Century School Fund/National Center on School Infrastructure

Rebecca Firestone

Open Sky Policy Institute

Kathy Fortino

OPTIMISE

Kimberly Friddell

Director of Preschool Education Programs, New Jersey Department of Education

Matt Gandal

President & CEO, Education Strategy Group

Steven Gentile

Tennessee Higher Education Commission

John Gieser

North Dakota Department of Instruction

Carol Glanville

Michigan Legislature

Lisa Gordon

The Center on Early Learning Success

Chris Green

Georgia Student Finance Commission

GlyptusAnn Grider Jones

Director of education policy, Kentucky Department of Education

Cecilia Gutierrez

Blue Meridian Partners

Daniel Hamlin

Secretary of Education, State of Oklahoma

Timothy Hand

Ocotillo Strategies

Molly Hart

Utah State Board of Education

Chynna Hartmann

Accenture

Shawn Healy

Chief Policy and Advocacy Officer, iCivics

Melanie Heath

Lumina Foundation

Cleo Hirsch

State of Maryland

Joy Hofmeister

State of Oklahoma

Kyu-Ryung Hwang

Director of Accountability (Administrator III), New Hampshire Department of Education

Angélica Infante-Green

Rhode Island Department of Education

Mandy Janssen

Minnesota P-20 Education Partnership

Christopher Janzer

Michigan Department of Education

Katie Jenner

Indiana Department of Education

Tracy Johnson

Senior Director, Policy & Advocacy, Center for Strong Public Schools

Amanda Karhuse

National Association for Music Education

Kristi Kauerz

Founding Executive Director and Research Professor, National P-3 Center, University of Colorado Denver

Rob Keefe

Associate Professor of Forest Operations, University of Idaho College of Natural Resources

Katherine Keegan

Office of Colorado Governor Polis, Workforce Systems Coordinator

Ann Kellogg

Director of Reporting Service, Maryland Longitudinal Data System Center & the Maryland Higher Education Commission

Paul Kihn

Office of the Mayor, District of Columbia

Paige Kowalski

Executive Vice President, Data Quality Campaign

Leon Kuehner

Iowa Alliance for Arts Education

Jillian Lain

Executive Director, Marian University - Center for Vibrant Schools

Beth Lambert

Chief Teaching and Learning Officer, Maine Department of Education

Kay Larson

North Dakota Department of Health and Human Services

Courtney Leidner

Southern Regional Education Board (SREB)

Brian LeMay

Rhode Island Department of Education School Building Authority - Healthy Environments Advance Learning (HEAL)

Josiah Litant

Executive Director, Minnesota P-20 Education Partnership

Scott Lomas

Chief Strategy Officer, ReUp Education

Liz Losee

Director of Educator Effectiveness Policy, Massachusetts Department of Elementary and Secondary Education

Karen Manship

American Institutes for Research

Ellen McCoy

The Ronald Reagan Presidential Foundation and Institute

Brennan McMahon Parton

Vice President, State Policy and Advocacy, Data Quality Campaign

Kelly McQuaid

Arizona Department of Education

Michael Meotti

Executive Director, Washington Student Achievement Council

Paige Mitchell

South Carolina Department of Education

Dawn Morrison

Assistant State Director Office of Career and Technical Education/Workforce Development, Alabama State Department of Education

Rich Nye

Office of Governor Spencer J. Cox

Bonnie O'Keefe

Partner, Bellwether

Kelvey Oeser

Texas Education Agency

Jose Ortega-Luo

The College Board

Anthony Owen

Head of Policy / President of CodeAI Advocacy Coalition, CodeAI

Cassandra Palsgrove

Ohio Excels

Bethany Paquin

Lincoln Land Institute, Senior Research Analyst

Kristi Pelezo

Delaware Department of Education

Jay Pennington

Division Administrator

Maria Toyoda, Ph.D.

WSCUC

Marie Price

Director of Learning and Development, Idaho Forest Group

Brandon Protas

Vice President for Alliance Engagement and Research, Complete College America

Katie Reed

Partner

Omar Reyes

Director of Adult Programs and Student Success, Rhode Island Office of the Postsecondary Commissioner

Christian Rhodes

Chief National Impact Officer, Harlem Children's Zone

Shun Robertson

University of North Carolina System Office

Charlie Rosemond

Advisor, Early Childhood, Data Quality Campaign

Joe Ross

CR Marketing

Elizabeth Ross

Assistant Superintendent of Teaching and Learning, DC Office of the State Superintendent of Education

Kim Rueben

Independent

Tony Sanders

Illinois State Board of Education

Jose Luis Santos

Massachusetts Department of Higher Education

Zach Scott

School Based Health Alliance

Joseph da Silva

Rhode Island Department of Education School Building Authority - Healthy Environments Advance Learning (HEAL)

McKenzie Snow

Iowa Department of Education

Bill Soules

Chair, New Mexico Senate Education Committee

Aimee Sprung

Director, State Government Affairs, Microsoft

Zahava Stadler

New America

Jazzmone Sutton

National Association for Music Education

Jane Swift

CEO, Education at Work

Aaron Thompson

Kentucky Council on Postsecondary Education

Ashley Townsend

Assistant Superintendent for Policy and Governmental Affairs, Louisiana Department of Education

Addie Van Zwoll

Vice President, Consulting, Technical Assistance, & Training, School Based Health Alliance

Laurie VanderPloeg

Contractor, OPTIMISE

Margie Vandeven

Education Branch Chief, Missouri Department of Conservation

Amanda Varley

Minnesota Department of Children, Youth, and Families

Alejandra Villa-Moges

Partnership for College Completion

Zach Vincent

Director of Governmental Affairs and Education Policy, Office of Kansas Governor Laura Kelly

Tina Wahlert

Iowa Department of Education

Joan Wasser Gish

Director of Systemic Impact, Boston College Center for Thriving Children Lynch School of Education and Human Development

Nancy Waymack

Director of Partnerships and Policy, National Student Support Accelerator and SCALE at Stanford University

Candace Weber

Louisiana Policy Institute for Children

Candace Weber

Louisiana Policy Institute for Children

Dale Winkler

Senior Vice President, Southern Regional Education Board

Maisha Wise

Advanced Technical Center (ATC) Administrator, Office of the State Superintendent of Education (OSSE) Government of the District of Columbia

Christy Wolfe

Director, K-12 Education, Bipartisan Policy Center

Graham Wood

Ohio Department of Education and Workforce

Justin Woodson

Representative, Hawai’i State Legislature

Shytance Wren

Policy Analyst, Education Commission of the States

Lu Young

Kentucky State Board of Education

Dana Yow

South Carolina Education Oversight Committee

Cathy Yun

Learning Policy Institute

Cancellation Date	Refund
On or before April 30, 2026	Full refund minus a $50 admin processing fee
May 1 through May 31, 2026	50% refund minus a $50 admin processing fee
June 1, 2026 and after	No refund

About Event

Program Schedule

Event Agenda

Day - 01

Opening Plenary

Active Learning, Engaged Students, Healthier Outcomes: Beyond the Classroom

Margie Vandeven

Margie Vandeven

Navigating the Big Shrink: K-12 Finance Trends Shaping 2026 Policy

Maggie Cicco

Maggie Cicco

Reimagining the High School Diploma for College, Career, and Life

Matt Gandal

Matt Gandal

Angélica Infante-Green

Angélica Infante-Green

Katie Jenner

Katie Jenner

Is Your State Data Ready for Workforce Pell?

Ann Kellogg

Ann Kellogg

Brennan McMahon Parton

Brennan McMahon Parton

Teaching for Tomorrow: Workforce Conditions and Student Success

Christy Wolfe

Christy Wolfe

Expanding Pre-K Access Without Compromising Quality: Lessons From Three States

Nicole Boone

Nicole Boone

Ami Brooks

Ami Brooks

Kay Larson

Kay Larson

AI: The Next Foundational Literacy

Veronica Ellis

Veronica Ellis

Dawn Morrison

Dawn Morrison

Anthony Owen

Anthony Owen

Aimee Sprung

Aimee Sprung

Ashley Townsend

Ashley Townsend

Increasing Access to High-Quality CTE: DC’s Advanced Technical Centers

Clara Botstein

Clara Botstein

Bridget Cherry

Bridget Cherry

Maisha Wise

Maisha Wise

Best Practices in Estimating Early Childhood Education Costs

Amanda Danks

Amanda Danks

Karen Manship

Karen Manship

Defining High-Value Credentials for Durable Career Pathways

Chynna Hartmann

Chynna Hartmann

Cassandra Palsgrove

Cassandra Palsgrove

Graham Wood

Graham Wood

A State Playbook for Place-Based Partnerships: Inside Maryland’s ENOUGH Act

Cecilia Gutierrez

Cecilia Gutierrez

Cleo Hirsch

Cleo Hirsch

Christian Rhodes

Christian Rhodes

Leading for Impact: What Effective Schools Require

Sid Bailey

Sid Bailey

Kelly McQuaid

Kelly McQuaid

Getting PREPared: How Texas Rebuilt Teacher Preparation at Scale

Stacey Edmonson

Stacey Edmonson

Tracy Johnson

Tracy Johnson