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Alexandria, Va. (July 30, 2015) – In light of the recent U.S. Supreme Court’s historic decision in Obergefell v. Hodges, the National School Boards Association (NSBA), in partnership with key education groups, released a newly updated guide to discuss the legal impact of the decision on local school board policies. Since the Court decided that the Fourteenth Amendment of the U.S. Constitution requires a state to recognize and license a marriage between two people of the same-sex, the intent of the guide is to answer questions that school districts and school personnel may have in their efforts to understand the decision and comply with its provisions.

“As the nation’s largest collective employer with over 6.9 million employees, the ruling in Obergefell v. Hodges is a landmark decision that will impact school district employment policies and practices,” stated Thomas J. Gentzel, NSBA Executive Director. “Through our legal advocacy experts and case analysis, NSBA offers state-of-the-art resources to help guide school districts on appropriate implementation of the law.”

Alexandria, Va. (July 23, 2015) -- A rigorous high school program boosts the chances of success for both college goers and students who do not attend college after high school. High school graduates who don’t attend college are more successful later on if they’ve taken high-level math courses and focused vocational training in high school.

The results of the second study of a series, The Path Least Taken II: Preparing Non-college Goers for Success, reinforce the essential role of high school preparation in students’ success regardless of the paths they chose after graduation. The study by the National School Boards Association’s (NSBA) Center for Public Education (CPE) looks at the credentials and high school experiences of non-college going graduates to identify the factors that lead to success after school in both work and life.

Alexandria, Va. (July 22, 2015) - The National School Boards Association (NSBA) and nine other national education organizations sent a letter to House Speaker John Boehner, House Minority Leader Nancy Pelosi, Senate Majority Leader Mitch McConnell, and Senate Minority Leader Harry Reid urging them to proceed to conference as soon as possible to reauthorize the Elementary and Secondary Education Act (ESEA). The joint letter calls upon Congress to act swiftly, and press forward on ESEA reauthorization by the start of the new school year.

Alexandria, Va. (July 16, 2015) --  In light of the U.S. Senate’s passage of its fix for No Child Left Behind, the National School Boards Association (NSBA) applauds the bipartisan consensus to restore local governance in public education. NSBA has worked closely with senators on both sides of the aisle to ensure that the Every Child Achieves Act (S. 1177) includes provisions to underscore the importance of local governance and community ownership so that our nation’s 90,000 school board members can offer all students a world-class public education.

Alexandria, Va. (July 15, 2015) - As the U.S. Senate approaches the end of debate on the nation’s largest education law, the National School Boards Association (NSBA) continues to actively engage with our nation’s lawmakers in support of a comprehensive, strategic modernization of the Elementary and Secondary Education Act (ESEA). NSBA remains steadfast in urging lawmakers to pass a final bill that restores community ownership to local school boards, maximizes federal funding for Title I, and excludes private vouchers, tuition tax credits, or existing voucher programs.

Alexandria, Va. (July 14, 2015) - As the rewrite of No Child Left Behind progresses, the National School Boards Association (NSBA) continues to strongly oppose authorizing the use of federal dollars for private education. On behalf of the nation’s 90,000 school board members, NSBA recently announced a call to action against adoption of any amendments that would support private vouchers, tuition tax credits, or expand existing voucher programs. 

Alexandria, Va. (July 13, 2015)  -- As Senate floor proceedings to reauthorize the Elementary and Secondary Education Act continue into a second week, the National School Boards Association (NSBA) is paying close attention to several issues of keen interest to America’s school boards. NSBA urges lawmakers to include provisions that reverse unnecessary federal intrusion and strengthen local governance, and oppose vouchers or any amendments that would divert federal dollars away from public schools.

Alexandria, Va. (July 9, 2015) -- As the leading voice for public education, the National School Boards Association (NSBA) continues to advocate on behalf of school board members throughout the country to ensure that their policy concerns are represented during the modernization of the Elementary and Secondary Education Act (ESEA). NSBA has worked closely with senators on both sides of the aisle to consider provisions that underscore the importance of strong local governance and community ownership for our nation’s 90,000 school board members who work to provide all students with a high quality public education.  

Alexandria, Va. (July 8, 2015) -- The National School Boards Association (NSBA) continues to actively engage with our nation’s lawmakers in support of a comprehensive, strategic modernization of the Elementary and Secondary Education Act (ESEA). NSBA views local and community leadership as the cornerstone of public education in the United States.

During today’s House and Senate floor action, lawmakers on both sides of the aisle reinforced the value of school boards across the country with a call to strengthen local governance, provide greater flexibility for innovation, and guard against inappropriate levels of federal intrusion.

Alexandria, Va. (July 7, 2015) - In an unpublished opinion on July 6, the Court of Appeals for the Ninth Circuit, ruled in favor of Meridian Joint School District, Idaho, finding that the school district had appropriately determined that a student was not eligible for special education services.  At issue in the case was whether a high-functioning autistic student with social, behavioral, and self-sufficiency needs is entitled to Individuals with Disabilities Education Act (IDEA) services when the disability does not adversely affect his educational performance.

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