2026 National Forum on Education Policy

Programming

Program Schedule

Event Agenda

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

Day - 01

July

12:30

Commissioners Business Session

July

13:30

Opening Plenary

Kirsten Baesler

Assistant Secretary for the Office of Elementary and Secondary Education, U.S. Department of Education

Kirsten Baesler is the Assistant Secretary for the Office of Elementary and Secondary Education at the U.S. Department of Education. Guided by the wellbeing of children, she is committed to working with families and states to provide each child with what they need to reach their highest levels of success. Kirsten is a passionate advocate for developing young people as citizens who have respect, courage, compassion, integrity, a sense of responsibility, and appreciation of the unique nature of this great nation. Previously, she served as the state school superintendent and the administrator of the North Dakota Department of Public Instruction. There, she oversaw the education of students in 168 school districts and 54 nonpublic schools across the state. Kirsten and her team led significant improvements in the graduation rates and academic success of the state’s Native American students, improved access to personalized learning choices for students and their families and led the nation in computer science and cybersecurity instruction in grades K-12. Before taking office in January 2013, Superintendent Baesler had a 24-year career in the Bismarck public school system – the state’s largest school district – as a vice principal, districtwide technology integration specialist, library media specialist, elementary teacher, and instructional assistant. She has served on more than a dozen boards, including the Education Standards and Practices Board, the Career & Technical Education Board, the Teachers’ Fund for Retirement Board, and the Board of University and School Lands, which manages state land holdings and oversees a $7+ billion trust fund to benefit North Dakota’s public schools. Baesler earned two associates’ degrees from Bismarck State College, a bachelor’s degree in education from Minot State University, and a master’s degree in library and information technology integration from Valley City State University and has completed a certificate program in Educational Leadership at Harvard University. She has earned the Valley City State University’s Distinguished Alumni Award and the Rising Star Award from Bismarck State College. Assistant Secretary Baesler is a native of Flasher, N.D. She lives in Washington, D,C., and has three adult sons, a daughter-in-law, and three granddaughters.

Brandon Tatum

Chief Executive Officer, National Governors Association

Brandon Tatum serves as Chief Executive Officer of the National Governors Association (NGA). In this role, he leads the nation’s only bipartisan organization representing all 55 U.S. governors, setting strategic direction for policy development, federal engagement, and interstate collaboration on the country’s most consequential challenges. He partners closely with the NGA Chair and Executive Committee to support governors across political lines, strengthen state sovereignty, and elevate governors as the nation’s chief executives. He guides bipartisan policy agendas spanning workforce and economic mobility, public safety, energy, education, and federalism, translating governors’ priorities into coordinated national action. Tatum oversees day-to-day operations, senior staff leadership, budget and fundraising strategy, and external partnerships with federal agencies, foundations, and the private sector, positioning NGA as the premier convener for constructive dialogue, pragmatic problem solving, and results-driven leadership in an increasingly polarized environment. Prior to NGA, Tatum served as Chief Executive Officer of Oklahoma’s Public Regional University System (RUSO) and as Senior Advisor to Governor J. Kevin Stitt for workforce and education. RUSO comprises six universities, more than 8,200 employees, 42,000 students, and a $480 million annual budget. Under his leadership, the system advanced its mission of providing high-quality, affordable education while strengthening Oklahoma’s workforce and economic competitiveness. Earlier, Tatum served as Chief of Staff to Governor J. Kevin Stitt, acting as the Governor’s top advisor and strategist. In this role, he was responsible for executing the Governor’s policy agenda, overseeing state agency operations, and managing a 31,000-employee executive branch. He played a central role in shaping education, workforce, and economic development policy, working closely with cabinet officials, legislators, and business leaders to drive innovation, leverage artificial intelligence for efficiency, and strengthen accountability in government. Before entering public service, Tatum spent fifteen years in education leadership, holding executive roles across both higher education and K–12 systems. He earned a Doctor of Education (Ed.D.) from Abilene Christian University. Throughout his career, he has been driven by a commitment to public service and expanding opportunity, focused on building systems that empower individuals, strengthen communities, and create durable pathways to economic and social mobility.

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

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

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

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

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

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

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

Pathways to Purpose: Modernizing High School Math

High school mathematics is at a crossroads. This session explores two complementary frameworks reshaping how students engage with math that matters. Drawing on Student Achievement Partners' The Math that Matters initiative, participants will examine which high school math content is most essential for college and career success. Alongside this, the Dana Center's Launch Years Math Pathways work offers a vision for diversifying math course options so more students reach their goals. Together, these efforts provide state policymakers with actionable strategies to modernize high school math and expand opportunity for every student.

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 Governor's Office for Children Chief of Staff, Cleo Hirsch 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

How Arizona is Building Support for Effective Instructional Leaders

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

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

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

Understanding the Urgency: Why Students Can't Wait for Developmental Education Reform

This will not be a typical sit-and-get passive session. Through collaborative, active engagement, participants will examine the essential role developmental education reform plays in advancing postsecondary success for all students—particularly at a moment when students cannot afford delays, misplacement, or stalled progress. Participants will engage in discussions that explore why reform in this area remains urgent, how state policy can accelerate or slow progress, and what evidence-based strategies are delivering results. The session will conclude with an overview of the updated Strong Start to Finish Core Principles for Transforming Developmental Education, along with discussion of how states can elevate these strategies within their own policy and system contexts.

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