The Eddies—annual, advocate-nominated and voted awards—feature strategic advocacy that is driving impactful policy change.
This Eddies category features unique coalitions of leaders and organizations who worked together to achieve a significant impact for students and families. Working in coalition can be incredibly powerful—and incredibly challenging. This category honors the hard work of coalitions that organized artfully to respond to unique opportunities or challenges in their states and communities, contributed to a policy win, and inspired others to take up similar efforts. Leaders and organizations in this category not only advanced or protected critical policy to impact students—they did it in partnership and across lines of difference.
See a complete list of 2025 nominees in all Eddies categories. Staff at PIE Network members and partner organizations, check your inbox for a link to vote in each category or log in and vote here. Questions? Email [email protected].
Best Collaboration Winner
BEST NC, Collaborative for Student Success, EdTrust, ExcelinEd, Prichard Committee
Non-Network Partner: Johns Hopkins University School of Education
Network Policy Pillar: Responsive Systems
SUMMARY
Auto-Enrollment offers a consistent way to ensure students who excel in math aren’t overlooked due to bias or assumptions. Instead of requiring families to opt in, students scoring at the highest levels on annual tests are automatically placed in advanced classes the following year. Families can opt out, but by default, students gain access to more rigorous coursework. This approach retools state policy to better support each student’s unique potential. This framework helps to remove harmful assumptions and ensure that students who are ready are enrolled in advanced coursework so they can best live up to their potential.
So far in 2025, this advocacy impacts students in five states. This means tens of thousands more students will have access to advanced coursework every year than without the policy.
WHY THIS WIN MATTERS
Overview of Policy & Impact:
Research shows that a student’s success in Algebra I can be determined by their mathematical readiness. If a student demonstrates they are mathematically ready and earns entry into advanced coursework – by scoring at the highest levels of proficiency on state testing – then they should have access to advanced math! Students shouldn’t have to complete additional paperwork, jump through hoops or stand out above the crowd. Data from across the country shows that far too many students who are ready for higher level courses never get access, this is particularly apparent for students from low socioeconomic households and students of color. Unfortunately, most states and districts require families to take proactive steps to be enrolled in such classes, a burden that disproportionately impacts low-income and students of color; or they require a teacher recommendation, which also sadly disadvantages the same students.
State Success:
Our collective efforts, in just this past year, helped to see automatic enrollment adopted as statewide policy in 5 different states. Students in Indiana, Kentucky, Maryland, Oklahoma and Virginia, will now see increased access to advanced courses and will gain entry based on their abilities, not factors outside of their control. Research shows that mathematical readiness is the best indicator of Algebra I success—automatic enrollment uses mathematical readiness data to automatically enroll students in advanced math coursework granting access to Algebra I for students who are mathematically ready and ensuring high levels of success for automatically enrolled students!
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Early state-based advocacy for automatic enrollment policies showed that expanding access to advanced math courses had broad appeal across political ideologies and party affiliations.
- The bipartisan makeup of the coalition reinforced the bipartisan nature of the policy.
- EdTrust leveraged strong relationships on the center-left, while ExcelinEd provided credibility on the center-right.
- The Collaborative for Student Success contributed messaging and media assets that effectively showcased the benefits of automatic enrollment to diverse audiences.
- This coalition work revealed that automatic enrollment policies were not only politically palatable during a time of heightened partisanship but also politically unifying.
- In multiple states, the policy received unanimous legislative support.
Power in Collaboration to Build Capacity:
- As national partners we coordinated across our strengths and assets to help provide state policymakers and partners with increased capacity, so that they were better able to focus their energy and attention on the legislative advocacy task at hand. Our diverse skill set led to a wealth of support.
- Increased Capacity Provided:
- National/state specific research on the need/impact of the proposed policy shift
- Model legislation and direct engagement with supportive legislators
- Talking points informed by message testing
- Expert testimony from both sides of the political aisle
- Easy-to-share promotional materials
- Compelling narrative videos
- Digital/social media awareness building and amplification of all of these materials, the policy itself, the support it has and the advantages to its adoption
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
Build Upon Founding State Efforts:
BEST NC – having led the legislative victory in North Carolina – served as an anchor and foundation to our collective efforts. For example, the Collaborative showcased the NC story in a promotional video that was widely distributed across interested states, while ExcelinEd spotlighted BESTNC’s leadership at their national summit attended by scores of state policymakers. BEST NC and Johns Hopkins researchers collaborated on a policy brief and series of blog posts that reviewed the research undergirding automatic enrollment.
Deliver A Compelling Narrative:
The NC success story afforded us the opportunity to focus in on key messages that collectively deliver a compelling case that truly resonates with policymakers. This policy:
- Is overwhelmingly bipartisan and can be written in a single page
- Results in near immediate impact on students, particularly those from disadvantaged populations
- Can be adopted and implemented in any state without the immediate need for additional funds
Although these facts make this a strong policy – we had to ensure that this simple narrative became front and center in policy and legislative conversations. Our strategy revolved around the consistent delivery and amplification of a coordinated message.
Flexible Affiliation and Coordination:
Collaborations do not necessarily require formality and structure. The strength of our collaboration may very well be the loose nature of our affiliation.
We did not:
- Organize under a central brand
- Require some level of coordination
- Adhere to pre-determined agreements on policy fidelity
We did:
- Share intel and ideas
- Regularly and proactively communicate on state outreach and engagement
- Allow each group to lead/operate in their own ways, based on their strengths, with knowledge and awareness about each other’s efforts
RESOURCES
Best Collaboration Finalists
BEST NC, Collaborative for Student Success, EdTrust, ExcelinEd, Prichard Committee
Non-Network Partner: Johns Hopkins University School of Education
Network Policy Pillar: Responsive Systems
SUMMARY
Auto-Enrollment offers a consistent way to ensure students who excel in math aren’t overlooked due to bias or assumptions. Instead of requiring families to opt in, students scoring at the highest levels on annual tests are automatically placed in advanced classes the following year. Families can opt out, but by default, students gain access to more rigorous coursework. This approach retools state policy to better support each student’s unique potential. This framework helps to remove harmful assumptions and ensure that students who are ready are enrolled in advanced coursework so they can best live up to their potential.
So far in 2025, this advocacy impacts students in five states. This means tens of thousands more students will have access to advanced coursework every year than without the policy.
WHY THIS WIN MATTERS
Overview of Policy & Impact:
Research shows that a student’s success in Algebra I can be determined by their mathematical readiness. If a student demonstrates they are mathematically ready and earns entry into advanced coursework – by scoring at the highest levels of proficiency on state testing – then they should have access to advanced math! Students shouldn’t have to complete additional paperwork, jump through hoops or stand out above the crowd. Data from across the country shows that far too many students who are ready for higher level courses never get access, this is particularly apparent for students from low socioeconomic households and students of color. Unfortunately, most states and districts require families to take proactive steps to be enrolled in such classes, a burden that disproportionately impacts low-income and students of color; or they require a teacher recommendation, which also sadly disadvantages the same students.
State Success:
Our collective efforts, in just this past year, helped to see automatic enrollment adopted as statewide policy in 5 different states. Students in Indiana, Kentucky, Maryland, Oklahoma and Virginia, will now see increased access to advanced courses and will gain entry based on their abilities, not factors outside of their control. Research shows that mathematical readiness is the best indicator of Algebra I success—automatic enrollment uses mathematical readiness data to automatically enroll students in advanced math coursework granting access to Algebra I for students who are mathematically ready and ensuring high levels of success for automatically enrolled students!
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Early state-based advocacy for automatic enrollment policies showed that expanding access to advanced math courses had broad appeal across political ideologies and party affiliations.
- The bipartisan makeup of the coalition reinforced the bipartisan nature of the policy.
- EdTrust leveraged strong relationships on the center-left, while ExcelinEd provided credibility on the center-right.
- The Collaborative for Student Success contributed messaging and media assets that effectively showcased the benefits of automatic enrollment to diverse audiences.
- This coalition work revealed that automatic enrollment policies were not only politically palatable during a time of heightened partisanship but also politically unifying.
- In multiple states, the policy received unanimous legislative support.
Power in Collaboration to Build Capacity:
- As national partners we coordinated across our strengths and assets to help provide state policymakers and partners with increased capacity, so that they were better able to focus their energy and attention on the legislative advocacy task at hand. Our diverse skill set led to a wealth of support.
- Increased Capacity Provided:
- National/state specific research on the need/impact of the proposed policy shift
- Model legislation and direct engagement with supportive legislators
- Talking points informed by message testing
- Expert testimony from both sides of the political aisle
- Easy-to-share promotional materials
- Compelling narrative videos
- Digital/social media awareness building and amplification of all of these materials, the policy itself, the support it has and the advantages to its adoption
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
Build Upon Founding State Efforts:
BEST NC – having led the legislative victory in North Carolina – served as an anchor and foundation to our collective efforts. For example, the Collaborative showcased the NC story in a promotional video that was widely distributed across interested states, while ExcelinEd spotlighted BESTNC’s leadership at their national summit attended by scores of state policymakers. BEST NC and Johns Hopkins researchers collaborated on a policy brief and series of blog posts that reviewed the research undergirding automatic enrollment.
Deliver A Compelling Narrative:
The NC success story afforded us the opportunity to focus in on key messages that collectively deliver a compelling case that truly resonates with policymakers. This policy:
- Is overwhelmingly bipartisan and can be written in a single page
- Results in near immediate impact on students, particularly those from disadvantaged populations
- Can be adopted and implemented in any state without the immediate need for additional funds
Although these facts make this a strong policy – we had to ensure that this simple narrative became front and center in policy and legislative conversations. Our strategy revolved around the consistent delivery and amplification of a coordinated message.
Flexible Affiliation and Coordination:
Collaborations do not necessarily require formality and structure. The strength of our collaboration may very well be the loose nature of our affiliation.
We did not:
- Organize under a central brand
- Require some level of coordination
- Adhere to pre-determined agreements on policy fidelity
We did:
- Share intel and ideas
- Regularly and proactively communicate on state outreach and engagement
- Allow each group to lead/operate in their own ways, based on their strengths, with knowledge and awareness about each other’s efforts
RESOURCES
Bluum, ExcelinEd
Network Policy Pillar: Responsive Systems
SUMMARY
This legislation helps more charter schools in Idaho to take part in the charter school credit enhancement program, so they can access low interest financing to support their growth and serve more students.
Our policy and advocacy impacts an estimated 28,500 charter school students (from more than 75 charter schools across the state)
WHY THIS WIN MATTERS
This policy marks a major step forward in ensuring that more public charter school dollars go where they matter most—into classrooms, not toward costly debt.
By lifting the statewide dollar cap on Idaho’s charter school credit enhancement program, the legislation expands access to affordable financing for both new and existing charter schools. This change not only builds on the state’s previous progress but unlocks critical opportunities for schools to grow, renovate, or build new facilities – without the financial strain that often comes with high-interest borrowing.
Most importantly, the savings are substantial and student-centered. By helping schools secure lower bond rates, this policy is expected to save millions in interest payments over time. Those dollars can now be reinvested directly into student learning—funding high-quality teachers, updated curriculum, and expanded programs that meet the needs of Idaho families.
This isn’t just a facilities policy – it’s a student success policy. It enables charter schools to expand responsibly, serve more students, and deliver stronger outcomes, all while demonstrating fiscal discipline. Idaho is now a national model for how smart, targeted policy improvements can drive both educational equity and financial sustainability.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Bluum and ExcelinEd accomplished this goal by building a broad alliance that prioritized student outcomes. Together, we engaged legislators and other stakeholders through various events including Bluum’s Legislative Dinner, charter school field visits, legislative testimony and lobbying. We developed a proactive communications strategy that supported our advocacy efforts. Our main goal was to show that expanding the charter school credit enhancement program was not just a charter school issue, but a smart investment in Idaho’s future.
The collaboration between ExcelinEd and Bluum is uniquely powerful because it combines deep local knowledge with national expertise. Bluum is a trusted Idaho-based organization which helped bring credibility with state legislators. They provided on-the-ground data, success stories from Idaho’s charter schools, and a comprehensive understanding of the state’s political and educational landscape. The combination of these elements allowed them to tailor messaging that resonated with Idaho’s values of fiscal responsibility and educational opportunity.
ExcelinEd complemented Bluum’s work with national experience and policy expertise. They provided comprehensive policy analysis through the charter facilities index study and a comprehensive charter school facilities funding study directed toward Idaho’s needs. These studies showed how credit enhancement and facility financing programs could be designed to ensure efficiency and maximum impact to build legislative support. ExcelinEd’s ability to connect Idaho’s reform to national best practices gave the effort added weight.
What makes the collaboration unique is its sustained, multi-year approach. Bluum and ExcelinEd have worked together for many years. The fruit of this partnership was realized with the creation of the state enhancement credit program in 2019, its expansion in 2023, and the legislation that just passed this session. Together, we engaged stakeholders, built broad coalitions and focused on student-centered reforms. Our partnership is not just powerful, it’s enduring.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
One of the most valuable lessons from this campaign is the power of trusted, aligned partnerships—and how strategic collaboration can transform a good policy idea into a legislative win. Together, we crafted a unified, proactive communications strategy that framed the policy not just as a win for charter schools, but as a fiscally responsible solution that benefits taxpayers and expands access to high-quality public education. Bluum’s deep local relationships and credibility opened doors with key legislators, built bipartisan support, and navigated political sensitivities with care.
Rather than leading separate advocacy efforts, we moved in lockstep—sharing data, messaging, and outreach strategies. This unified front helped bridge divides among stakeholders, especially in more skeptical communities, and kept the conversation focused on student outcomes and taxpayer value.
For fellow Network members, the takeaway is clear: build durable, mission-aligned partnerships early, and treat communications as a core strategy—not an afterthought. The right message, delivered by the right messengers, can change the trajectory of a campaign and help secure a policy win.
RESOURCES
Thomas B. Fordham Institute
Non-Network Partner: Learning Policy Institute
Policy Pillar: Great Educators
SUMMARY
This research collaboration, Think Again: Do the returns to teacher experience fizzle out?, helps state and district education leaders, as well as professional development providers, support teachers more effectively so they can strengthen the educator workforce and thereby improve student outcomes. Specifically, it provides compelling evidence for making high-quality preparation and mentoring affordable and accessible and for making schools positive, professional, and collaborative workplaces.
Our advocacy impacts all students, but especially those in the highest-need schools, where teacher turnover is the highest.
WHY THIS WIN MATTERS
Our bipartisan collaboration shows that, contrary to many education reformers’ beliefs, teacher quality does continue to improve over time. This argument matters because it provides proof—not motivated by partisan ideology—that there are good reasons to retain and continue to support effective teachers. The longstanding belief that teachers don’t improve after their first few years has led to policies and practices that don’t prioritize teacher retention or ongoing professional development. Knowing that teachers will improve with the right supports in place means that education leaders should prioritize policies and practices to retain teachers. Evidence already shows that teacher turnover isn’t cost-effective and can harm the highest-need students. Now we’ve clarified the narrative to show that teacher experience is intrinsically valuable. Aside from the impact this project will have on students and teachers, we strongly believe that Fordham and Learning Policy Institute (LPI) I working together demonstrates the greater need for collaboration among diverse members of the education community. Given the current political climate, it is now more important than ever for groups to show a united front and work toward the shared goal of improving education for all students based on evidence, not partisanship. Given that teachers are the greatest factor to impact student learning, we foresee this project impacting generations of students who will benefit from better-supported and more experienced educators.
WORKING ACROSS LINES OF DIFFERENCE AND COALITIONS
The Fordham Institute—a self-identified conservative think tank—and the Learning Policy Institute–formally nonpartisan but with a reputation for being left-leaning—seem like unlikely allies. However, our shared belief in the value of rigorous research, the objective consideration of evidence, and the importance of teachers enabled our collaboration for this project. Drawing from these shared values, we took a critical look at the evidence–we “thought again,” as our brief title says—to rethink the ed reform orthodoxy together.
Our collaboration is uniquely powerful because of Fordham and LPI’s reputations. Making an evidence-based argument about supporting and strengthening the teacher workforce is always valuable, but having seemingly strange bedfellows so aligned gives the argument more credibility. Our readers know that the analysis isn’t rooted in our priors or any partisan ideology. Instead, it’s motivated only by our respect for evidence and our drive to deliver the best outcomes for students. That’s why we’ve already received expressions of interest from and seen impact on the Ohio State Board of Education, the National Association of State Boards of Education, the Council of State Governments, the Education Commission of the States, the National Center for Teacher Quality, the National Center for Teacher Residencies, the National Association of Elementary School Principals, the Gates Foundation, the Walton Family Foundation, the National Conference of State Legislatures, and the Public Education and Business Coalition.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
Patience and communication! This project required several months of sometimes-challenging communication to reach consensus on how we understood the available data and evidence. Remaining committed to consistent, honest, and values-driven communication was ultimately what enabled us to develop a final product in which all parties believed. Indeed, the most important piece of this unlikely collaboration was sharing the same goal: to produce a product that would deliver a positive impact on teaching and learning. Despite disagreements and communication challenges, both organizations knew the partnership would ultimately benefit students, to whom we share a dedication. Moreover, maintaining these lines of communication with those whose viewpoints may differ from ours is crucial, especially in this political moment, and the result of our hard work was a product that education researchers and advocates from across the political spectrum can trust to be based on evidence, not partisan ideologies.
RESOURCE
Colorado Succeeds, Empower Schools, Jobs for the Future, Lyra Colorado, Ready Colorado, Stand for Children Colorado
Network Policy Pillars: High Expectations, Responsive Systems
SUMMARY
This accountability framework helps students access high-quality college and career-connected learning pathways so they can graduate ready for workforce and postsecondary success.
Our policy and advocacy impacts more than 881,000 students.
WHY THIS WIN MATTERS
Colorado took a major step forward in transforming how its education system prepares students for success after high school. In 2025, the state passed two complementary policies aligning accountability and funding around meaningful outcomes, ensuring all students graduate with the skills, experiences, and credentials that matter most for college and career.
At the center of this vision is a statewide goal: every student graduates with at least one of The Big Three, earning 12+ college credits, an industry-recognized credential, or a quality work-based learning experience. For too long, Colorado’s approach to readiness was fragmented. Districts navigated a patchwork of programs, and the state’s accountability system didn’t reflect what truly prepares students for life after high school. These reforms directly address those challenges.
HB25-1278, ‘Education Accountability System,’ updates the K–12 accountability framework to provide a more complete picture of student success. Now, schools will be measured on what happens during and after high school, including participation in career-connected learning and outcomes one year post-graduation. These changes offer more relevant, actionable information while reinforcing aligned expectations across K–12, higher education, and workforce systems. New sub-indicators connect these outcomes to the funding created in companion legislation.
SB25-315, ‘Postsecondary and Workforce Readiness Programs,’ creates a streamlined PWR program, replacing multiple disconnected initiatives with a single, sustainable, outcomes-based funding system. Colorado will provide incentive-based funding tied to The Big Three, giving districts greater flexibility and support to expand the opportunities students need most.
Together, these policies build a more coherent, equitable, and student-centered system that reflects what Colorado communities have long known: preparing students for the future requires alignment, investment, and a shared vision.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
This work was guided by a broad coalition of organizations that partnered across geography, sector, and role to shape a shared policy strategy. Partners included rural and urban school districts, education and business leaders, nonprofit intermediaries, and state policymakers.
The group built on the recommendations of two statewide task forces that brought together voices from K-12, higher education, workforce, and industry. These efforts surfaced practical challenges and informed policy design from the start. As legislation developed, partners continued to engage a wide range of stakeholders through targeted outreach, policy briefings, and implementation discussions.
The coalition was structured to align efforts while allowing each organization to lead where it had the most capacity and credibility. Some focused on policy development, others led outreach to school districts or employers, and others supported communications and advocacy. Regular coordination allowed the group to stay on message, adapt quickly, and avoid duplication.
This approach allowed the coalition to surface and address points of tension early, build consensus among diverse stakeholders, and advance two complementary policies in the same session. The result was a strategy that reflects both state-level goals and local realities.
This success was the result of a broad, well-aligned coalition working across sectors, geographies, and roles to deliver real systems change. Partners from education, business, policy, and community organizations aligned around a clear goal: create a more coherent and equitable system to prepare Colorado students for success after high school. Rather than pushing a single solution, the coalition pursued a two-part legislative strategy addressing how schools are measured and how programs are resourced.
The effort was grounded in lessons from the field—insights from local pilots, regional partnerships, and multi-year state task forces (HB21-1215 and HB23-1241) that elevated the barriers students face in accessing college and career-connected learning. These insights were translated into policy through close collaboration with state legislators, agency leaders, and the Governor’s Office, ensuring the reforms were responsive and implementable.
The timing was particularly critical: Colorado faced significant budget constraints during the session, and many PWR programs were at risk of being cut. Because of the coalition’s cross-sector alignment and strong relationships with policymakers, we were able to protect and transform the funding landscape–streamlining programs, demonstrating greater efficiency, and anchoring investments in meaningful outcomes for students.
Throughout the process, each partner brought their strengths to the work: some focused on technical policy design, others led outreach to district leaders and communities, and others mobilized employers and advocates to amplify the urgency of reform. Regular communication and shared messaging helped the coalition stay aligned through a fast-moving session.
This was more than a legislative win; it was a strategic, cross-sector effort to build conditions for durable change. By focusing on systems, the coalition helped Colorado take a major leap forward toward a student-centered education and talent pipeline.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
- Anchor the work in a unifying vision. The coalition aligned early around a clear statewide goal: ensure all Colorado students graduate ready for college and career. That clarity helped shape both policy design and stakeholder engagement. The goal was specific enough to guide action, but broad enough to bring diverse partners to the table.
- Build from what already exists. Rather than start from scratch, the coalition used recommendations from recent state task forces and pilot programs to inform the strategy. This created a strong foundation and credibility with legislators, agency leaders, and local practitioners. It also ensured policy was grounded in implementation realities.
- Design for alignment, not just passage. Two complementary bills moved together: one that updated the accountability system, and one that restructured funding. Both were designed to reinforce each other and send a consistent message to the field. From the beginning, the goal was not just to pass policy, but to shift how systems work together.
- Stay organized and focused. Partners divided roles based on expertise. Regular check-ins and aligned messaging helped the group adapt to changing dynamics and maintain a unified voice during a fast-paced session.
- Keep equity and local context at the center. The coalition elevated voices from across the state, particularly rural and underrepresented communities. Their experiences helped define the problem, shape the solution, and make the case for change.
RESOURCES
Cardinal Institute of West Virginia, Children’s Education Alliance of Missouri (CEAM), ConnCAN, GeorgiaCAN, HawaiiKidsCAN, National School Choice Awareness Foundation, School Choice Ohio, TennesseeCAN
Network Policy Pillar: Innovative Options
SUMMARY
This collaboration helps parent navigation organizations to provide clear, practical, accessible guidance so they can empower families to confidently navigate, evaluate, and utilize the full range of education options available to them.
Our policy and advocacy impacts more than 140,000 students across 27 states by supporting a network of 40+ organizations that help families understand, evaluate, and access the school choice options available to them. Together, we’re ensuring that options are available and navigable.
WHY THIS WIN MATTERS
After an increase in school choice expansion nationwide, families now face a new challenge: navigating complex programs and understanding which options actually work for their children. Without clear, practical guidance, many families these policies are designed to serve are at risk of being left behind.
This is where the Navigate School Choice Network comes in.
Spanning 40+ organizations across 27 states, the Navigate Network ensures that K-12 school just options are not just available, but accessible. Member organizations serve as real-time navigators: offering one-on-one support, running help desks, producing parent guides, and translating policy into actionable information families can use.
The Network also fosters a collaborative learning community, where members co-create tools, share strategies, and amplify each other’s impact. As a result, families are getting more accurate, timely, and personalized guidance.
This matters because access without navigation support is not equity. By supporting families in understanding their new options, the Navigate School Choice Network ensures that school choice becomes a true lever for family agency and student success.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
We built a cross-state, cross-ideology coalition of 40+ organizations – ranging from parent-led nonprofits to statewide policy advocates – working in 27 states. Despite differing political contexts, we aligned around a shared goal: ensuring families can access, understand, and navigate their education options. By co-creating resources, exchanging strategies, and holding space for diverse voices, we’re shaping the new school choice reality to support all students’ success.
The Navigate School Choice Network was designed with collaboration as the foundation.
Member organizations actively shape the work by sharing tools, mentoring one another, and co-creating resources that benefit families nationwide. When Palmetto Promise in South Carolina needed help explaining their new ESA program to homeschool and home education families, Love Your School and EdNavigate MT offered language and outreach strategies that had worked in Arizona and Montana specifically.
As another example of collaboration, when asked to share what tools navigators are currently using to make their work more efficient, Children’s Education Alliance of Missouri and GeorgiaCAN shared how they were experimenting with AI tools to streamline parent engagement, creating a chatbot that served as the first line of communication for families searching for school choice information.
This kind of collaboration makes the Navigate Network uniquely effective and, more importantly, replicable. In every state where school choice is expanding, families need more than policy. They need infrastructure: trusted messengers, clear tools, and real-time support. The Navigate Network offers that by equipping experienced organizations to expand their reach and supporting newer organizations as they scale.
We’re also unafraid to cross lines that often divide the education reform world. We bring together organizations in red states and blue states, urban organizations and rural ones, advocacy groups and direct-service providers. Through this cross-pollination, member organizations learn from each other in real time, borrow strategies, adapt their outreach models, and elevate their local wins.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
The Navigate School Choice Network was built around a gap in the national movement: the lack of support for the people helping families navigate choice in real time. From there, we developed an advocacy model grounded in partnership, practicality, and responsiveness that any state or coalition can learn from.
First, we centered the right people. We prioritized state-level organizations – help desks, parent groups, culturally specific organizations – that are closest to families and to the friction of choice implementation. By putting them at the center, we ensured our strategy reflected reality, not just theory.
Second, we build to share. We don’t just host monthly calls. We create reusable toolkits, maintain a robust resource library, and build tech tools for free syndication so members can improve their own work. We invite members to present on their most recent and cutting-edge projects so others can use that knowledge to impact their local communities.
Third, we invest in trust over time. Our monthly meetings and transparent communications have created a culture rooted in collaboration. Members know they can show up imperfectly and bring their questions, not just their wins. This trust is the foundation for constant improvement so that the education reform movement can deliver a high standard of care to all families who need support in choosing schools.
Fourth, we translate policy into practice. We build capacity to implement the outcomes of school choice laws. We help members understand school choice from ESA programs, to common application timelines, to year-round parent engagement strategies. We support them in turning that knowledge into direct outreach.
PIE Network members can replicate this model by identifying who’s closest to the work they do, co-creating practical tools, and investing in relationships that outlast any one campaign. In a policy environment that moves fast and has high stakes, trust and coordination are what make impact possible.
RESOURCES
Best Collaboration Honorable Mentions
Educators for Excellence, Educators for Excellence-Connecticut
Network Policy Pillar: High Expectations, Responsive Systems
SUMMARY
This advocacy campaign helps ensure Connecticut students — no matter what type of public school they attend — receive full and equitable funding through a formula based on their individual learning needs. When schools are funded equitably, all students have access to the resources and opportunities they need to succeed both inside and outside the classroom.
The success of this advocacy campaign impacts every public school student in Connecticut, over 500,000 students.
WHY THIS WIN MATTERS
For the first time in state history, and after years of relentless advocacy by the Education Justice Now Coalition, Connecticut students will receive full, equitable education funding beginning with the 2025-26 school year.
For decades, Connecticut failed to follow an education funding formula and instead distributed dollars through block grants based largely on political power with little regard to students’ needs and district wealth. This approach ignored the reality that students with more needs — including those from low-income households or with limited English proficiency — often need greater funds to support their learning. Instead, high-need districts frequently received inequitable funding as their districts struggled to raise funds to supplement the state’s contribution. As a result, CT had one of the largest racial funding gaps in the country, with a $700 million disparity between districts serving the highest number of students of color and districts serving primarily white students.
Since then, the Coalition has advocated to reduce this imbalance through adjustments to, and full funding of, CT’s Education Cost Sharing formula. In response, the CT legislature modified the formula in 2017, 2021, and 2023. However, they never allocated the full funding the formula called for, instead committing to doing so by 2028. The Coalition recognized this was too long to leave CT’s most vulnerable students without the resources to succeed. It made progress in 2021 by achieving additional formula weights for multilingual learners and students attending districts with concentrated poverty, and then again in 2023 when the legislature infused $150 million into the ECS formula and accelerated the phase-in of the formula by two years.
In 2025, the Coalition secured full funding of the ECS formula for the first time in state history and held the legislature to the accelerated phase-in so CT’s students didn’t spend more years deprived of the resources and academic opportunities they deserve.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Equitable school funding is an issue that easily stokes competition across lines of economic mobility, as stakeholders naturally assume that more money for one group inevitably means less for another. While the Coalition does in fact believe that students with more needs should receive more money, we intentionally designed our campaign to pursue a future for education funding in Connecticut under which every student received more dollars, with the most vulnerable students receiving the largest increases. This allowed us to work across lines of difference, appealing to legislators who represented wealthier districts and families. The Coalition shared personal stories of the impact of inequitable funding with these legislators and others, making clear this is a nonpartisan issue impacting all of Connecticut. Ultimately, the bill passed unanimously, with all stakeholders agreeing that education is the most critical investment we can make for our futures.
This Coalition was powerful because each member brought unique constituents with diverse perspectives and expertise to the table, all of whom were central to the success of this campaign: students, parents, data experts, and educators across the local district and charter sectors. This allowed us to strategically tailor both our message and our messengers to specific audiences and decision-makers with niche interests and distinct priorities, such as better funding rural districts, bolstering youth development programs, or ensuring suburban students wouldn’t lose funding. Ultimately, this allowed us to build broad-based support across an incredibly diverse group of stakeholders. Our constituencies’ written and public statements, letters to legislators, conversations with reporters, and opinion pieces provided unique insight into Connecticut classrooms, bringing an intangible issue to life for lawmakers and the general public.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
This campaign encapsulates the importance of a long-term strategy. Incremental wins over the years, while sometimes discouraging or frustratingly slow, were the essential groundwork needed for its ultimate success. In 2017, we achieved weights for low-income students, students attending schools with concentrated poverty, and multilingual learners. In 2021, we were able to enhance the formula to increase funding for these populations even more. In 2023, we expedited the funding phase-in with an additional $150 million. And in 2025, we were finally able to fully fund the Education Cost Sharing formula and add dollars specifically for special education students.
We would not have been able to achieve this success overnight, and striving to do so could have risked derailing our work entirely. Our slow and steady approach is one fellow Network members can learn from and leverage in campaigns that seek to dramatically reimagine a deeply entrenched policy or system.
RESOURCES
- Press Release http://bit.ly/4eXFhYU
- Connecticut Post article http://bit.ly/3GKm7sA
- CT Insider article http://bit.ly/44sAlYm
- CT Insider article http://bit.ly/44NS1wA
- CT Mirror article https://ctmirror.org/2024/11/21/lamont-ct-education-funding/
EdTrust, Educators for Excellence, National Parents Union (NPU)
Network Policy Pillar: Responsive Systems
SUMMARY
This coalition helps parents, educators, and advocates to engage in collective action and advocacy to defend public schools, students, and communities against federal attacks, so they can maintain and ultimately increase federal investment in public education and advance access to high-quality, safe, equitable, and accountable schools for all students.
WHY THIS WIN MATTERS
The Protecting & Improving Public Education (PPE) coalition amplifies the voices of parents, educators, and advocates to defend against federal attacks on public education and aims to maintain and improve the federal government’s role in advancing educational equity, innovation, and civil rights.
For example, PPE was a key leader in opposing Congress’s 2025 “One Big, Beautiful Bill” (OBBB). National Parents Union’s June 2025 survey of parents showed the vast majority of parents oppose the cuts to education funding, Medicaid, and SNAP in the bill. The bill also included a tax credit provision which would effectively create a national school voucher program. Educators for Excellence’s 2025 survey found only 16% of teachers support using federal funds for private schools or homeschooling.
Our efforts, alongside other advocates, helped to mitigate the tax credit for school voucher contributions provision in OBBB.
This coalition’s members are united in their goal of keeping public dollars in public school options that have public accountability and protecting equity, transparency, and access for all students. The coalition was concerned, based on the initial bill text, this tax credit policy would
- Nationalize a school voucher program, including in states where voters had rejected vouchers
- Enable discrimination by private schools against student populations whose civil rights are protected in public schools (e.g. students with disabilities), and disadvantage rural and low-income students
- Create a tax shelter for wealthy contributors to scholarship-granting organizations
Although the policy remained in the bill, the final version was significantly modified because of our and our allies’ advocacy. States must opt into the program; language prohibiting federal control over scholarship-granting organizations and private institutions receiving vouchers was removed; and the policy no longer offers a tax shelter and limits the tax credit benefit per individual.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Alignment on core principles was essential to this coalition’s work. Each member organization has its own unique policy agenda, but this coalition has facilitated collective prioritization around a limited number of goals. Clear articulation of what issues we agree on and continually uplifting those areas of agreement and commitment has enabled the coalition to act rapidly. For example, at the beginning of each meeting, the facilitator re-grounds the group around our shared goals and principles.
In addition, this coalition brings together partners with strengths in different areas, such as research/analysis, advocacy, communications, and state/local engagement. By defining and leveraging different roles based on the strengths of member organizations, the coalition has been able to keep the public informed, develop and disseminate advocacy resources, and issue clear calls to action for advocates and policymakers.
This collaboration brings together parents, educators, advocates, and researchers/analysts from over 60 organizations. These synergistic, cross-functional relationships, as well as alignment around core principles, enable the coalition to rapidly execute analysis, advocacy actions, and communications. Importantly, the leadership of the coalition includes organizations that represent the voices of parents and educators, working closely with communities to hear their concerns and give them the megaphone.
We have collaborated to
- Keep the field informed about federal policy developments and their impact on public schools, students, families, and communities
- Rapidly respond to federal policy developments with analysis, events, and advocacy materials
- Activate and support parents, educators, and other stakeholders to advocate
- Amplify the voices of parents, students, and educators
For example, in response to OBBB, PPE hosted informative meetings for coalition members; produced joint statements and advocacy letters stating our opposition and urging lawmakers to reject the bill; developed and disseminated a collaborative report detailing the harmful impacts on K-12 students; hosted a rally on the Hill that included educator, school leader, parent, student, and lawmaker voices; supported Hill engagement and advocacy by members in over 50 meetings with legislators on both sides of the aisle; and, most recently, hosted a virtual town hall following the bill’s passage to inform the public about the outcome and issue a call to action to continue to fight for children, families, educators and our public schools. The town hall had over 500 attendees and included remarks from 2 Governors, a U.S. Representative, parents, educators, and a student.
We will continue to keep advocates, families, educators, and community members informed about the impact of federal actions, and activate and support advocacy and engagement to protect public education.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
From the coalition’s example, Network members can learn how cross-functional coalitions can articulate shared principles and define roles to respond to a rapidly changing policy environment.
The coalition has also exhibited different strategies and tactics for relaying information and activating different audiences. The coalition maintains both strong internal communications to keep members informed and activated, as well as engages external stakeholders, such as members of Congress and the general public. For example, PPE facilitators manage a resource bank and share resources and calls to action following every meeting. In addition, the coalition created a website to keep the public informed, offer resources, and provide advocacy tools, such as email forms for advocates to reach out to their representatives to oppose efforts to dismantle the U.S. Department of Education and to demand the release of FY25 federal education funds.
Most importantly, the PPE coalition demonstrates the power of elevating the voices of parents, educators, and students. The coalition and its partners have organized a number of public-facing events to raise the profile of key issues for both lawmakers and the public. For example, the coalition and its partners hosted a press call concerning attempts to dismantle the U.S. Department of Education, a rally against the budget reconciliation bill, and a town hall to share how the budget reconciliation bill will impact public education. These events have not only featured governors, senators, and representatives as speakers, but they have also elevated the voices of people who will be most impacted by these policy changes—our students, families, educators, and school leaders. Amplifying these voices has been key to the coalition’s impact and will continue to be a critical element of the coalition’s advocacy.
RESOURCES
DC Charter School Alliance, Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Responsive Systems
SUMMARY
This policy helps all students and schools in DC. Too many students do not feel safe as they commute to and from school, which deeply impacts learning and attendance. By bringing together students, parents, school leaders, and community-based organizations, our Safe Passage Coalition successfully advocated for policies, programs, and investments that will significantly improve safe passage to school for kids all across the District.
Our policy and advocacy impacts ~100,000 students in DC public and public charter schools. In particular, our progress will benefit students in areas with higher rates of violence (East of the Anacostia River and East of Rock Creek Park). These areas are often underserved, and many students have longer commutes and face greater safety risks. Our efforts are working, as violent crime is down overall and school leaders report improved coordination and efficacy of the Safe Passage Program.
WHY THIS WIN MATTERS
We reversed a $5M cut to DC School Connect—a dedicated, school-specific bus for ~400 students in our most vulnerable communities. Our coalition mobilized 100% of the witnesses at the DC Council’s budget oversight hearing, where powerful testimony from parents and school leaders led the committee to restore the funding.
In a year of historic budget challenges, we protected $9M for the Safe Passage Program, which deploys safety personnel around schools during pick-up and drop-off. According to the Office of the Student Advocate’s (OSA) safety report, nearly two-thirds of students and 75% of family members said the presence of Safe Passage workers increases their sense of safety.
The Deputy Mayor of Public Safety and Justice (DMPSJ) asked two PAVE parents to join the committee that reviews Safe Passage Program grant applications from community-based providers. This is the first time families are helping evaluate contractors and assess their ability to work with their school communities.
Our work inspired and led to the passage of the Safe Passage Training and School Engagement Amendment Act of 2025, which mandates training for Safe Passage ambassadors and better coordination with school leaders. The final version of the bill incorporates multiple revisions directly proposed by our coalition.
In response to our push for hyper-local coordination, the OSA began hosting monthly, ward-based safety meetings that convene parents, students, school leaders, and agency staff in partnership with PAVE and the Alliance. These efforts were complemented by new safety walks launched by the Chair of our Council’s committee on safety, where system and agency leaders tour high-priority neighborhoods with community members to address real-time safety concerns.
Finally, we successfully defended $44M in traffic safety investments near schools and worked with the DC Department of Transportation (DDOT) to improve emergency reporting processes and strengthen the school crossing guard program.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
We brought together a diverse coalition of school leaders, families, students, advocates, and community-based organizations—each with a different lens on school safety and student transportation— to first build a shared understanding of the landscape, and then co-create solutions.
One important strategy was hosting three Safe Passage to School Summits in partnership with school communities across the District. These summits brought community members, policymakers, agency leaders, and Councilmembers out to see school arrival and dismissal firsthand. Watching students navigate unsafe intersections and areas near the school made an undeniable impact and helped shift the conversation from abstract ideas to visible, actionable urgency.
Though our coalition represented a wide range of needs—from different wards, school types, and community contexts—every partner bought into a shared vision. That alignment allowed us to deliver cohesive messaging as individual parents, students, and school leaders shared personal stories directly with policymakers. This combination of authenticity and unique perspectives made our advocacy stronger—and ultimately successful.
This campaign was born from parent voice. PAVE Parent Leaders prioritized Safe Passage in 2023 because of firsthand experience with daily safety concerns. But getting to a major policy win required meaningful partnership with leaders and practitioners across the education and public safety ecosystem. We worked hand-in-hand with school leaders, safety and transit agencies, community-based organizations, and policymakers to ensure the policies we put forth were both impactful and practical.
This collaboration was built on trust, shared ownership, and had a clear, unified goal. Each of our conversations were grounded in the lived experience of families and educators, and work was buttressed by the strategic expertise of long-standing policy and advocacy partners.
Our coalition members have decades worth of relationships and a deep understanding of how the education and safety systems work in practice. This allowed us to coordinate both big public moments and influence behind the scenes. Whether it was testifying at hearings, providing feedback on legislation, or having a one-on-one conversation in a hallway, we had the trust and a shared vision to get to success.
Parents led with urgency, sharing powerful testimony about their children’s experiences getting to and from school. School leaders opened their doors for storytelling, making it possible for policymakers to witness drop-off and pick-up firsthand. Advocacy partners tracked every step of the legislative process, navigated budget conversations, and provided real-time analysis. And throughout, we aligned our messaging, communications, and policy asks across all groups—creating a consistent and compelling drumbeat that decisionmakers couldn’t ignore.
FINANCIAL INVESTMENT
Our policy and advocacy impacts ~100,000 students in DC public and public charter schools. In particular, our progress will benefit students in areas with higher rates of violence (East of the Anacostia River and East of Rock Creek Park). These areas are often underserved, and many students have longer commutes and face greater safety risks. Our efforts are working, as violent crime is down overall and school leaders report improved coordination and efficacy of the Safe Passage Program. We reversed a $5M cut and successfully defended $44M in traffic safety investments for this program.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
Center lived experience. Testimony and storytelling from families and school leaders most impacted by safety and transit challenges gave urgency and credibility to our campaign. Their voices grounded the policy conversation in real stakes and real lives.
Unify your coalition. We built strong alignment on messaging, timing, and policy asks across diverse partners, ensuring one clear voice. This was especially powerful in hearings where our coalition represented 100% of the public testimony.
Coordinate across channels. We paired public testimony with direct policymaker engagement, community outreach, and a coordinated messaging strategy to influence budget and legislative outcomes.
Build and maintain long-term relationships. Our years of work advocating on safe passage, coupled with ongoing trust-building with policymakers, meant we didn’t show up for the first time when there was a crisis—we already had deep relationships in place. That credibility allowed us to move quickly and effectively when funding and policy were on the line.
Give policymakers wins along the way. We identified opportunities to support smaller-scale wins for policymakers that aligned with our values, which built momentum and goodwill—positioning us to make a bigger ask when the stakes were highest.
Follow through. From budget to bill, we stayed engaged at every stage—drafting policy solutions, offering timely feedback on legislation, organizing families and school leaders to meet directly with Councilmembers, and showing up again and again for public hearings.
RESOURCES
Advance Illinois, Data Quality Campaign (DQC), EdTrust
Network Policy Pillar: Responsive Systems
SUMMARY
This campaign helps state leaders understand what works for students, families, and works so they can make decisions that support students, families, and workers as they navigate education and the workforce.
Our policy and advocacy impacts millions of students across the country as well as families and workers in every state.
WHY THIS WIN MATTERS
In an uncertain policy climate amid cuts to federal data and research capacity, more than 50 groups came together to make it clear to the US Secretary of Education and Congress that state and local leaders need access to evidence-based research for decision-making. These state and local leaders need access to federal data to bolster their efforts to support students, investigate new policy questions, and effectively direct the future of state and local education and workforce investments.
WORKING ACROSS LINES OF DIFFERENCE AND COALITIONS
These groups come from across the state and national advocacy landscape, focusing on different aspects of education and workforce, to powerfully share this message with federal leadership.
More than 50 groups (including 15 PIE Network members) came together to send this message. These groups come from across the state and national advocacy landscape, focusing on different aspects of education and workforce, to powerfully share this message with federal leadership.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
To execute this winning campaign, the organizations leading this effort brought together the right group of experts and capitalized on each organization’s strengths. Concerned about cuts to federal data and research, Advance Illinois reached out to the Data Quality Campaign for their expertise in data policy and advocacy. Together with Advance Illinois and DQC, Ed Trust and InnovateEDU put together a letter and captured state use cases to share with federal leaders. The result was a letter signed by more than 50 organizations, sending a powerful message on the importance of federal data and research for state and local leaders.
RESOURCES
ExcelinEd, State Collaborative on Reforming Education (SCORE), Tennesseans for Student Success, Tennessee Charter School Center, TennesseeCAN
Network Policy Pillar: Innovative Options
SUMMARY
This policy helps the state of Tennessee streamline charter authorizations, so the state can offer timely access to additional public school options to Tennessee students and families.
Our policy and advocacy impacts nearly 1 million Tennessee students who attend public K-12 schools and are therefore eligible to attend a public charter school.
WHY THIS WIN MATTERS
Providing direct authorizer pathways to the Tennessee Public Charter School Commission incentivizes local districts to review charter applicants in good faith and provides charter operators with a streamlined application process, ensuring that more students have access to high-quality public charter schools.
In Tennessee, charter operators opening a new school or campus are required to apply locally first and receive authorization to open from the local school board. If denied at the local level after considering a second amended application, charter operators can then appeal to the statewide Tennessee Public Charter School Commission (TPCSC). Operators follow a rigorous application process to open a school at both the local and state level. Since 2021, the TPCSC has approved the opening of approximately one-third of new charter school applicants on appeal.
While the appeals process is successful at ensuring high-quality charter operators have a pathway to receive authorization to open, the appeal process on average delays the start of a new school or campus by one academic year. In local school districts that consistently deny charter applicants who must then appeal to the TPCSC, it creates unnecessary delays that hinder other important tasks such as securing a facility and hiring teachers. In Tennessee, public charter schools serve a greater proportion of students in historically underserved groups, and since 2021, Tennessee’s public charters show larger student growth across subjects compared to district peers. Timely access and choice for high-quality charter seats is important for students.
To solve for authorization delays, this legislation creates direct authorizer pathways to TPCSC in several circumstances: when a district has had three appeals successfully overturned by TPCSC in three consecutive years, for charter operators who are seeking to replicate an existing model, and for public higher education institutions seeking to open a charter school.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
The legislation originated following collaborative policy conversations among the coalition and with Gov. Lee’s administration. Charter advocacy partners were aligned on the challenge that needed to be solved and spent the summer and fall of 2024 examining research and conducting national policy scans for best practices. After aligning on proposed bill language, coalition partners met regularly with members of Gov. Lee’s staff to discuss including the proposed bill language as part of the administration’s annual legislative agenda.
Advancement of this policy during the 2025 legislative session was the result of years of strategic collaboration from charter advocacy partners. Collectively, our organizations worked to educate the public and policymakers about the charter sector through a variety of strategies, including school tours, op-eds, blogs, memos, and legislative advocacy. The charter advocacy coalition supported several state investments and legislative initiatives benefitting charter funding and facilities over the past few legislative sessions, ensuring that state policymakers are familiar with the challenges that charter operators encounter. Our coalition was able to successfully build upon those efforts, educating and addressing misconceptions about Tennessee public charter schools in order to communicate the importance of streamlining authorizer pathways. These efforts were supported by electoral engagement from several coalition partners, which resulted in two successful incumbent challenges (producing a net +2 gain in charter supporters), two successful open-seat engagements (producing a net +1 gain in charter supporters), and successful defense of nine incumbent charter supporters.
This collaboration was strengthened by the support of Tennessee Gov. Bill Lee, whose administration included this bill in their annual legislative package. Ensuring this was an administrative priority required significant advocacy from coalition partners in advance of the 2025 legislative session.
As part of the administration’s legislative package, the bill was filed by the majority leaders in the Tennessee House and Senate and progressed through the committee process with support from legislative leadership. Additionally, the charter coalition’s support for the administration’s legislation throughout the legislative session also ensured that policymakers were consistently hearing from a diverse, yet aligned, set of education advocacy stakeholders.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
Consistent collaboration: Members of the charter advocacy coalition met monthly throughout the summer and fall of 2024 to discuss shared legislative priorities and outreach. This helped build rapport among members and strengthened the culture of collaboration and communication across our organizations. During the 2025 legislative session, members of the charter coalition increased the meeting frequency to weekly meetings in collaboration with the governor’s office. During these meetings, partners discussed the bill’s progress and messaging strategy, and elevated concerns and updates to the governor’s team. These consistent touchpoints allowed us to remain nimble in our approach and maintain open lines of communication.
Providing actionable data: To build bipartisan support, our coalition organizations elevated data and information that highlighted student achievement, charter school quality, TPCSC appeal outcomes, as well as information that addressed the most common myths about Tennessee public charter schools. As charter schools are primarily concentrated in Tennessee’s metropolitan areas, many legislators in the Tennessee General Assembly are less familiar with the impact that Tennessee charter schools have for student outcomes. By grounding our conversations in the data, legislators were able to overcome prior biases and understand the importance of timely access to additional charter school options for students and families.
RESOURCES
- Public Chapter 275: https://publications.tnsosfiles.com/acts/114/pub/pc0275.pdf
- Tennessee Public Charter School Commission History
- Op-ed: Tennessee parents want more choice in public education
- TN Firefly: Proposed legislation could discourage school districts from opposing public charter schools | Tennessee Education News
- Video: Ensuring Tennessee’s Charter School Approval Process is Fair
EdAllies, Great MN Schools
Network Policy Pillar: High Expectations, Responsive Systems
SUMMARY
This campaign helps policymakers, districts, advocates, and parents to understand the true scope of the chronic absenteeism crisis in Minnesota and align on universal reporting and terminology to make informed decisions on policies, supports and resources to provide solutions that keep kids in the classroom.
Our policy and advocacy impacts at least 25% of all Minnesota students (nearly 200,000) who were considered chronically absent in Minnesota during the 2022-2023 school year—the last year the state has publicly reported attendance data.
WHY THIS WIN MATTERS
During the 2022-2023 school year, Minnesota students who were chronically absent missed at least 3.1 million combined school days and at least 15.9 million instructional hours.
Looking at the data we have, EdAllies and Great Minnesota Schools (GMS) found that in 60 districts across the state, over half of all students are not regularly attending school and 240 schools experience 50% or higher chronic absenteeism. The crisis affects every corner of the state and caused EdAllies, GMS, and partners to raise the alarm to the Minnesota legislature about the need to act—urgently and collectively, across silos that too often let students fall through the cracks.
Thanks to a focused campaign to educate lawmakers in 2024, the state took two important steps. First, they launched a statewide Attendance Pilot Program, with funding for twelve districts to implement new attendance strategies and share their findings, best practices, and challenges. They also created the Student Attendance and Truancy Legislative study group. Thanks to intentional early organizing efforts across the aisle, this group was a model for bipartisanship in an otherwise polarized time, with leaders from both sides collaborating to examine the root causes of absenteeism and map possible solutions.
This work serves as the foundation for a robust response to chronic absenteeism. Alongside legislative and research work, EdAllies and GMS have worked to build interagency buy-in and coordination to address the root causes for absenteeism. We are working with practitioners, school and district leaders, county agencies, and beyond.
Due to the advocacy and education work on this issue—despite one of the most evenly divided Minnesota legislative sessions in recent memory—attendance has emerged as a top policy issue within both parties. The legislature followed through with action in 2025, and more work is planned for the future with a broader coalition at the table.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Both organizations recognized that chronic absenteeism was a crisis facing Minnesota students and schools. Working together, we analyzed data, identified gaps within the reporting process, and brought the information to the attention of school leaders and lawmakers. We were in constant communication, played to the strengths of each organization, and focused on a shared goal of keeping kids in the classroom.
As EdAllies, Great Minnesota Schools (GMS), and other K-12 policy partners began diving into attendance data across the state, we found that many of the district and statewide systems that track and analyze student attendance were outdated, slow, and unreliable. Our reporting lags by over a year, and as of early 2025, Minnesota did not even have statewide, agreed-on definitions for tracking and coding who is “in attendance.” This led to attendance data varying widely from district to district and even school to school, giving a muddled and incomplete picture of how large the crisis is.
EdAllies and GMS stayed at the table to turn the exploratory work of the Student Attendance and Truancy Legislative study group into action in 2025, with new community-based research from GMS helping inform the conversation, and EdAllies working as a key partner and subject matter expert to legislators. This led to legislation improving reporting and improving the process after a student is dropped from school rolls due to consecutive absences.
The pairing of EdAllies and Great MN Schools combined strong research with policy expertise, leading to a compelling case that demanded action from lawmakers on both sides of the aisle.
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
Strong research and data analysis was key to gaining awareness and informing policy. A shared objective that was mission-aligned to both of our organizations helped keep our focus as we worked through research, data, hearings, legislator meetings, and study groups. We also saw the value in patience and smaller wins that build up over time, first with the 2024 launch of the Student Attendance and Truancy Legislative study group, then acting on those learns in 2025.
RESOURCES
- HF2067: https://www.revisor.mn.gov/bills/bill.php?b=house&f=HF2067&ssn=0&y=2025
- MN House of Representatives: https://www.house.mn.gov/sessiondaily/Story/18651
- Great MN Schools Absenteeism Family Guide
- Matt Shaver (Senior Policy Director, EdAllies) expert testimony at MN House Education Policy Committee