For Immediate Release: June 6, 2016
Contact: Renee Rybak Lang, renee.lang@nasbe.org, 703-740-4841
State Policymakers Have New Opportunities to Advance Deeper Learning Under ESSA
Alexandria, VA. – Problem solving, resilience, and self-reflection remain buzzwords in education. These skills and attributes—along with others that are often referred to as “deeper learning” skills—are key to students’ college, career, and civic success. Yet the barriers to deeper learning in schools serving large numbers of diverse and high-poverty student populations are significant. A new NASBE report explores the latest research and highlights ways states can make progress in addressing inequitable education and ensure the mastery of deeper learning skills in all students.
States should evaluate policies and practices across three domains: resources, rigor, and educational experiences, says Ace Parsi, author of How States Can Advance Deeper Learning for All. Supporting school-level efforts and ensuring ample resources to account for the demands of providing deeper learning opportunities in high-poverty schools is also essential. Parsi notes several actions that could expand and improve resources:
- Improve data systems to identify student needs and align resources;
- Empower schools to partner with policymakers and the community on school improvement efforts;
- Provide a clear, easily understood and accessible data system;
- Ensure resources are adequately funded to meet the needs of disadvantaged students; and
- Provide tools to help schools and districts better engage partners.
A number of states have already taken steps to proactively advance deeper learning, says Parsi. State boards of education are adopting clearer, deeper standards of learning. They are embedding deeper learning experiences in capstone projects and supporting educators in building teaching capacity. For example, Vermont and Kentucky provide resources to support personalized learning plans for students to chart their knowledge and experiences toward long term goals. And Colorado devised professional teaching standards in order to personalize instruction to meet the needs of a culturally diverse student body.
“With the passage of the Every Student Succeeds Act, states have a new opportunity to forge an educational system that empowers deeper learning for all students,” writes Parsi. “The magnitude of this endeavor demands that states make comprehensive changes that promote the cohesiveness of the system as a whole.”
Download and read “How States Can Advance Deeper Learning for All.”
The National Association of State Boards of Education represents America’s state and territorial boards of education. Our principal objectives are to strengthen state leadership in education policymaking, advocate equality of access to educational opportunity, promote excellence in the education of all students, and ensure responsible lay governance of education. Learn more at www.nasbe.org.
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