Student Achievement

Hear highlights about each visit

Hear highlights about each visit from district leaders on the archived Education Talk Radio Show

Schwartz v. Lopez/Duncan v. State of Nevada

The Nevada Supreme Court has ruled that the Nevada’s Education Savings Accounts (ESA) program, also known as SB 302, does not violate Article 11, Section 2 of the Nevada Constitution, which requires the state legislature to provide for “a uniform system of common schools.” It also concluded that SB 302 does not run afoul of Article 11, Section 10, which prohibits the use of public funds for sectarian purpose.

Center for Public Education Study Finds the Path to Career Readiness

 

Alexandria, Va. (June 1, 2016) - NSBA's Center for Public Education new report shows that students with high credentials achieved higher economic and social outcomes than two-year degree holders and students who don’t complete their college education, and second only to outcomes for four-year degree holders. High credentialed non-college goers earned 39 percent more than non-credentialed non-college goers, and 21 percent more than 2-year degree holders at age 26 ($18.71 per hour compared to $13.42 and $15.43 respectively). The high credentials group trailed the 4-year degree graduates in hourly wage by only 3.4 percent

NSBA Comments - RE: ED Request for Information; Docket ID: ED-2015-OESE-0130 Title of Collection: Implementing Programs Under Title I of the Elementary and Secondary Education Act

This letter builds on my testimony at the Department’s hearing on ESSA implementation in Washington, D.C. on January 11, 2016.  Through our comments, NSBA underscores the importance of community leadership and ownership of our nation’s public schools, while the Department considers regulations and non-regulatory guidance to implement ESSA.  NSBA believes education is a civil right, and advocates for equity and excellence in public education through local school board governance. 

Lopez v. Schwartz

Order issuing preliminary injunction prohibiting State of Nevada from implement the educational savings account (ESA) program, known as SB 302.

High School Rigor Matters to Students Who Don’t Attend College, CPE Study Finds

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.

Hamilton Cnty. Sch. Bd. v. Haslam

HCBOE's response to state's motion to dismiss school funding equity suit.

Hamilton Cnty. Bd. of Educ. v. Haslam

Tennesee school districts' school funding adequacy suit legal complaint

Boards and student achievement connection

A common misconception in communities around the country is that board members and superintendents do not have an impact on student achievement. Do boards and superintendents really matter? According to Ivan J. Lorentzen, professor at Flathead Community College, and William P. McCaw, professor at the University of Montana, the answer is not only do they matter, they matter a great deal.

NSBA’s Center for Public Education Launches Leading the Change


Alexandria, Va. (March 18, 2015) – The National School Boards Association (NSBA), the leading advocate for public education, today introduced its new research-based initiative, Leading the Change, developed by its Center for Public Education. Leading the Change provides data-driven decision-making tools to school boards to help transform chronically low-performing schools into high-quality institutions.

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