WestEd

Key Takeaways CTE programs at community and technical colleges work best when they are aligned with local labor market needs, creating pathways to living wage careers in the communities that learners already call home. Work-based learning shifts education from an “either/or” relationship with work to a “both/and” model; scaling it requires building real, ongoing relationships between educators and employers.

Format: PDF Pages: 330 Publisher: WestEd WestEd conducted a mixed-methods study regarding program quality and adequate funding levels for students with disabilities for the Maryland State Department of Education (MSDE). The study offers an assessment of MSDE technical assistance for local school systems and public agencies (LSS/PAs), describes the current Maryland IEP process, special education revenue, expenditure, and staffing patterns and reviews international and national best practices.

Nearly 12 percent of California’s K–12 students have disabilities, and $12 billion is spent annually in state, federal, and local funds on special education and related services. WestEd conducted a two-part study offering recommendations for improving state special education funding policies and creating a more effective system. The studies below share evidence-based insights on how California could adapt its funding formula to support state priorities.

High school Calculus is a key course for students who wish to pursue STEM careers. Yet many students face barriers to advanced math coursework that limit their access to STEM opportunities in college and the workforce. As educators, what strategies can we use to help more students enter, stay in, and succeed in Calculus?

By Betsy Garcia and Kelsey Krausen On June 16, the U.S. Department of Education (ED) approved Indiana’s Returning Education to the States Waiver. Indiana is the third state to receive a waiver, after Iowa and Louisiana, with Vermont following as the fourth on June 24. The central change that was approved in the waiver–pooling state-level activities funds across Elementary and Secondary Education Act (ESEA) title programs into a single consolidated fund–is consistent across all four state waivers.

In 2014, California introduced the Local Control Funding Formula (LCFF) to give school districts more flexibility and provide additional support for the students in greatest need. In return, districts are required to publicly report their spending through the Local Control Accountability Plan (LCAP) and share these plans with families.

Key Takeaways A feeling of safety, support, and connection is a prerequisite for learning. A shift from an individual to a structural lens helps leaders uncover the root causes shaping student and educator experiences. A feeling of belonging, a sense of well-being, harm prevention, and evaluation of practice are four foundational characteristics of thriving school communities. Lasting change requires examining and redesigning the systems, policies, and environments that shape daily life in schools.

By Mitch Herz On June 16, the U.S. Department of Education (ED) approved Indiana’s Returning Education to the States Waiver, the third such waiver ED has granted, following Iowa and Louisiana. The waiver allows Indiana to consolidate its federal funding streams for state-level activities and reduce administrative costs for some Indiana school districts by consolidating two different federal funding streams.

Special education system reviews can help education leaders look beyond isolated challenges to understand how policies, practices, staffing, data, and instruction work together to support students with disabilities. Tori Ballew leads multi-tiered system of supports implementation and special education system reviews at WestEd, partnering with districts and schools nationwide to evaluate systems, identify opportunities for improvement, and develop strategic action plans.

By Sarah Quesen, Director of Assessment, WestEd There is no shortage of frameworks describing what a coherent assessment system should look like. WestEd has defined characteristics of coherent and effective assessment systems (Arnold & Webb, 2024). The National Academy of Education (NAEd) published a volume on coherent assessment systems in 2024. The Center for Assessment has written extensively about the topic. And yet coherent systems remain rare in practice.