CSG Midwest
In the coming years, the Midwest’s legislators are likely to hear much more about and be asked to act on a range of issues surrounding education accountability.
How well are elementary and middle schools doing on our state’s measures of academic growth among all students, at all learning levels? Are our high schools adequately preparing young people for success in college and/or careers? Do our schools provide for a well-rounded education and a climate conducive to learning? How prevalent is chronic absenteeism among our state’s students, and what policies can reduce it? What type of state interventions have helped turn around the lowest-performing schools? These issues aren’t new, and certainly policymakers have tried to tackle them in the past, but they will get even more attention because of the Every Student Succeeds Act and, in particular, new state plans in this region to implement it.
This 2015 federal law (along with some of the waivers granted to states under its federal predecessor, the No Child Left Behind Act) has ushered in a new era in the state-federal relationship on education — more flexibility for states, including new options for evaluating schools and intervening in low-performing ones.
Education Icon

Ohio Representative Bob Cupp is addressing the pervasive issue of achieving better academic results for children in low-income households through a legislative task force. In July, Representative Cupp established the Ohio Education-Poverty Task Force to review policies that could lessen the effect of the achievement gap between low income students and their wealthier counterparts, and help students from all schools succeed. The ten-member task force hopes to generate information that will be useful in the Ohio General Assembly’s discussions on education policy, and to derive some proven strategies that can be practically implemented by state policy.

While STEM education has captured policymakers’ attention, few states have taken a systemic approach to STEM policymaking to ensure program coordination, reach, sustainability and return on investment. However, a few states have taken strides to establish statewide coordination, adequate and reliable funding, and evaluation. Those states have demonstrated results, including increased recruitment of female and minority students. Public-private partnerships and structures to formalize the role of business and industry in developing and implementing STEM programs are additional means to enhance these efforts and ensure alignment with employment trends.

CSG South

A vital tool for policymakers across the region, Comparative Data Reports (CDRs) offer a snapshot of conditions on a number of issues. Published annually, the CDRs track a multitude of revenue sources, appropriations levels, and performance measures in Southern states, and provide a useful tool to state government officials and staff.

CSG Midwest
One high school in North Dakota might want to launch a “technology academy” where its 12th-graders intern and earn credits toward graduation at a nearby Microsoft campus. Another school could change the way it awards credits, moving away from required “seat time” and toward a model based on students’ mastery of the subject area or on their practical learning experiences. Or perhaps some middle schools would like to create “accelerated learning environments,” where students can earn high school credits in subjects such as 
Algebra I.
Whatever the idea, if it has the potential to advance education, the North Dakota legislature wants to make sure the state’s statutes and regulations aren’t standing in the way, Sen. Nicole Poolman says.
Charters

The Trump administration is making school choice expansion a cornerstone of their education policy. In a recent speech, Education Secretary Betsy DeVos promised “the most ambitious expansion of school choice in our nation’s history.” Charters and other school choice options are...

CSG South

This SLC Regional Resource examines initiatives in Southern states to increase the number of qualified teachers in STEM subjects: science, technology, engineering and mathematics.

Proponents of year-round schooling advocate for an alternative calendar for many reasons. One of the primary reasons relates to the income-based achievement gap. Recent data indicates that this gap is widening at an alarming rate. In an effort to close the gap, some states are turning to year-round education.

CSG Midwest
At a time of general wariness across the country regarding the use of standardized tests in schools (54 percent of respondents to a 2015 national survey said they are “not helpful”), Indiana lawmakers have tried to deal with a particular problem in their state.
“It came to a point where the ISTEP had become like the Ford Edsel,” Indiana Rep. Bob Behning says.
ISTEP+ is Indiana’s statewide assessment system, and over the past few years, its unpopularity grew amid reports of long delays in getting results, software glitches, scoring errors, and concerns about the amount of classroom time being spent on the test.
Last year, the Indiana General Assembly passed a bill ensuring that ISTEP+ would indeed go the way of the Edsel. This year, under a bill signed into law in April (HB 1003), lawmakers set parameters for a new assessment system, which will be known as I-LEARN and take effect during the 2018-19 school year. 

K-12 public education in the U.S. is funded primarily by state and local governments. In fact, only about 8 percent of elementary and secondary education spending comes from the federal government.

Pages