Nasbe
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The National Association of State Boards of Education (NASBE) is a membership organization that develops, supports, and empowers citizen leaders on state boards of education to strengthen public education systems so students of all backgrounds and circumstances are prepared to succeed in school, work, and life. A nonpartisan, nonprofit organization, NASBE elevates
state board members’ voices in national and state policymaking, facilitate the exchange of informed ideas, and support members in advancing equity and excellence in public education.
For more than 60 years, NASBE has been the only organization focused solely on these boards. NASBE keeps boards apprised of the latest research evidence to support their policymaking, shares initiatives and lessons learned from other states, and gives them the tools and technical assistance they need to create the conditions for equity and excellence in their states. Through conferences, publications, webinars, training, and other convenings, NASBE builds members’ capacity to effectively set state policy, convene stakeholders, and ask questions. Source
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| Scope | National |
|---|---|
| Language | English |
| Country | United States of America |
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Recent Articles
Search ArticlesNASBE Report Highlights Gap in AI Guidance for Early Childhood Education
Alexandria, VA—As of August 2026, 37 states have adopted guidance for artificial intelligence (AI) use in public schools. Yet few touch on kindergarten, and pre-K is left out altogether. Most children have already spent years with AI before they start kindergarten, often interacting with it daily.
Setting Ed Tech and AI Policy for Young Children
By August 2026, 37 states had adopted artificial intelligence (AI) guidance for public schools. But the “K” in this K-12 guidance rarely touches on kindergarten, and pre-K is left out altogether.[1] State guidance to date focuses largely on academic integrity, student plagiarism, and access to technology tools, which are not the typical concerns for younger children. Yet most children have already spent years with AI by the time they enter kindergarten.
States’ Role in Transforming High School: Evidence, Trends, and the Path Forward
High school sits at the intersection of everything states want for their young people: academic preparation, economic opportunity, civic participation, and personal development. Yet many young people say high school is not working for them. As many as three in four Generation Z high school students report feeling unprepared for life after graduation.[1] The adults closest to them are also concerned.
New Report Charts a Path for States to Transform the High School Experience
Date September 22, 2026 Contact Renee Rybak Lang renee.lang@nasbe.org 703.684.4000 Resource Type Press Release Topics Career Pathways and Graduation Requirements College, Career, and Civic Readiness Tags high school transformation Alexandria, VA—As many as three in four high school students say they feel unprepared for life after graduation, and about a third of teachers think their students are not ready for what comes next.
NASBE Standard Examines School Improvement and State Accountability
Designing state accountability systems and tracking their implementation are among the most consequential and complicated tasks for state education leaders. School improvement processes, the purview of school and district leaders, demand just as much of those who design, implement, and monitor them. But when state accountability and local improvement work at cross purposes, neither is likely to promote student achievement.
Data for Improvement and Data for Accountability: Considerations for State Boards
In adopting state accountability systems, state boards of education aim to further student learning by building education systems where young people meet state learning standards and show they are headed for success in their education, careers, and lives. By choosing indicators for accountability, state board members draw attention to particular data points, ensuring they are a priority for schools.
The NASBE Interview: Byron Ernest
Byron Ernest has been a member of the Indiana State Board of Education since 2015 and chairs NASBE’s Board of Directors. NASBE Editorial Director Valerie Norville interviewed him in July 2026. What stands out to you about your first year in the classroom? And as a leader of a school? When I started, we did not have [learning] standards yet. I watched that come into being during my career, and that’s why I love standards so much. For several years, I was thinking, “Gosh, I know how to teach.
How State Board Leaders Can Build Next-Generation Accountability
For over a decade, state policymakers and education leaders have been largely working from the policy priorities established by the past two reauthorizations of federal education law, the Elementary and Secondary Education Act.
September 2026 — Volume 26, No. 3 School Improvement and Accountability
Our refereed journal, the State Education Standard, includes articles by subject-matter experts, who provide insight into education policy issues that are significant for state boards of education. An editorial advisory board comprising state board members reads and comments on drafts of each major article of the Standard prior to its approval for publication.
Measuring Academic Growth for School Accountability
Rating schools for both students’ achievement and their progress toward proficiency is a key component of a well-designed accountability system. The best accountability systems prioritize rigorous, criterion‑based growth measures, which appraise each student’s progress toward learning goals. When paired with states’ measures of achievement, these growth measures can ensure that all students are in fact making progress toward proficiency and prevent systems from rewarding low expectations.