Conference Policies

Program Schedule

Event Agenda

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

Day - 01

July

13:30

Opening Plenary

July

14:45

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

14:45

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

14:45

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

14:45

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

14:45

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

14:45

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

14:45

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

16:00

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

16:00

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

16:00

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

16:00

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

16:00

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

16:00

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

17:00

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

17:30

Welcome Reception

Day - 02

July

08:00

Thursday Breakfast

July

09:15

Thursday Morning General Session

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

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

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

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

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

11:45

Thursday Lunch

July

13:00

Thursday Afternoon Plenary

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

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

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

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

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

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