One of our greatest strengths as a Network is working together to spread impact and know-how.
In that spirit, the Eddies provide an opportunity to amplify, celebrate, and learn from strategic advocacy that is driving impactful policy change. These awards recognize outstanding education policy and advocacy wins, nominated and voted on by your Network peers.
2025 Finalists & Winners
Anyone who works at a PIE Network member or partner organization can vote for a winner in each category. Summit participants will vote on-site for Game Changer Campaign of the Year, following a plenary discussion with the finalists.
Game Changer Campaign of the Year
Game Changer Campaign of the Year recognizes local, state, or national advocacy campaigns that tackled a big problem and achieved a new, game-changing policy or protected an existing critical policy. Sometimes a policy window opens quickly, and advocates move fast; sometimes, the window opens after years of sustained advocacy efforts. Either way, nominees in this category pushed the envelope to make a significant impact for students and families—paving the way for others to replicate or adapt this strategy in their communities.
Game Changer Campaign of the Year Winner
A+ Education Partnership, Alabama Families for Great Schools, EdTrust in Tennessee
Network Policy Pillar: Responsive Systems
SUMMARY
The RAISE Act helps the state of Alabama modernize its 30-year-old funding formula to allocate funding for students who need it most, including economically disadvantaged students, students with disabilities, English language learners, and charter school students, so they can receive the resources they need to thrive.
Our policy and advocacy impacts all 729,242 public school students across Alabama.
WHY THIS WIN MATTERS
The RAISE Act was signed into law on May 5, 2025, marking a major win for all Alabama students. With its passage, $549 million will be invested in student needs over the next three years. This groundbreaking legislation, sponsored by the budget chairs and passed unanimously by the Alabama Legislature, builds on the current Foundation Program by adding targeted funding to meet specific student needs and drive better academic outcomes. These research-based investments in our highest-need students will change education outcomes for future generations.
Prior to this effort, the state had not updated its formula in over 30 years. This left Alabama as one of only six states that still used an outdated resource-based formula which distributed money based solely on the number of students in a school and not the needs of those students, like living in poverty or having a disability. It did not provide enough money. It was not transparent. It was too rigid. It did not allow schools to adjust how they spent money to address their students’ needs.
The RAISE Act ensures that the following student groups will receive more funding: students living in poverty, students with disabilities, English language learners, gifted students, and charter school students. This is significant because many of these students have been historically underfunded, leading to some of the state’s lowest academic outcomes. Furthermore, Alabama has one of the largest populations of economically disadvantaged students in the nation, and our English language learners are our fastest-growing student population. Those groups historically receive minimal investments; less than 2% of the Foundation Program was directed to them. In fact, Alabama did not provide any dedicated funding for special education at all, and charter school students don’t receive local tax dollars. Now, through the RAISE Act, at least $549 million will be invested in those student groups over the initial three school years.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
For over two years, A+ has worked with state leaders, national experts, and partners to modernize Alabama’s 30-year-old school funding formula. The unanimous, bipartisan passage of school funding reform in the state of Alabama is a testament to the power of collaboration and partnerships.
The leadership of our legislative champions, budget chairs Sen. Arthur Orr and Rep. Danny Garrett, was critical. They committed to change and created a joint legislative commission to study modernizing Alabama’s school funding formula that brought together both budget committees to determine the best path. Supported by A+ and Bellwether, the Commission’s eight-month process allowed members of both parties to hear about the challenges of the current formula, learn about funding student needs, and craft a hybrid approach that became the RAISE Act. We also worked with the Governor’s office and education groups to take their feedback. We met with multiple committees and both caucuses in each chamber to explain the bill, answer questions, see how it would impact their districts, and get them on board. Finally, the strategic decision to have the bill travel with the budget and not as a disconnected, standalone piece of legislation avoided unnecessary confusion and politics.
At the grassroots level, A+ partnered with EdTrust-TN, TN Alliance, and Southerners for Fair School Funding to model their process and build a successful advocacy coalition. A+ launched the Every Child Alabama Coalition with 49 members across Alabama, including education nonprofits, business organizations, community-based organizations, parents, and teachers. They authored 5 op-eds, conducted over 45 public presentations across four regions in Alabama, reaching and informing 4,786 Alabamians, and met with over 90 legislators and superintendents during the session. This created a groundswell, ensuring that leaders understood the necessity of this bill.
FINANCIAL INVESTMENT
Our advocacy contributed to a $549 million investment over the initial three years in Alabama students who need it most.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Learn from the Research & Experiences of Others: Alabama leaders were willing to explore this step because our neighbors TN and MS showed them it was possible. Partnering with Bellwether to bring national expertise to this local problem equipped A+ and Legislative champions with the right data and a path forward. When building the Every Child Alabama Coalition, A+ applied lessons from partners in TN, resulting in a well-prepared, organized group who helped push the legislation over the finish line.
Engage the Right Leaders & Partners: This effort was led by the education budget chairs in the Legislature, which contributed to RAISE’s unanimous passage. These leaders believed in the importance of this bill, and worked to get it passed. Outside of the Statehouse, it was critical to form a coalition representing all regions and sectors to build buy-in from community members, school leaders, and decision-makers.
Strategic & Aligned Messaging is Critical: A+ was very particular about the language used. We worked to ensure information was accessible and avoided politicized terms that could derail the conversation. Our grassroots and grasstops campaigns were tightly aligned. The messaging was synchronized so everyone spoke the same language and addressed common concerns. When our legislative champions, grasstops advocates, and grassroots coalition members said the same thing, it combated opposition and kept the focus on students.
Play the Long Game: Compromise was key. The most important goal was to ensure the state began to fund the needs of students, and that was nonnegotiable. We worked closely with the budget chairs and other partners to ensure that the best version of the bill passed with broad support. While we worked hard for a full student-weighted formula, we compromised when needed on a hybrid formula as an important first step. This big win allows us to fund student needs now and opens a door to creating a full student-weighted formula in the future.
RESOURCES
- Click the link for the RAISE Act legislation, a bill explainer, Every Child Alabama coalition website, and Informative videos: https://docs.google.com/document/d/1cUF3H_Yqnp0DYCTNgxEG0NaeyPu61EWQB-Sh4wQYLWE/edit?usp=sharing
Game Changer Campaign of the Year Finalists
Philanthropy Advocates, Teach Plus Texas, Deans for Impact (DFI), Texas Public Charter Schools Association, Empower Schools, The Commit Partnership, Texas 2036, Educate Texas, EdTrust in Texas, National Parents Union
Non-Network partners: Center for Strong Public Schools
Network Policy Pillars: High Expectations, Great Educators, Innovative Options, Responsive Systems
SUMMARY
This policy, House Bill 2, helps all Texas public school students, especially those in underserved communities, access evidence-based resources, including well-prepared and effective educators, early math and literacy inventions, and college and career pathways, so they can earn the postsecondary credentials they need to thrive in the 21st-century economy.
House Bill 2 impacts more than 5.5 million young people attending public preK-12 education in the state of Texas. Importantly, this historic investment is strategically targeted so that historically underserved student subgroups, such as rural students, students experiencing economic disadvantage, and special education students, receive the resources needed to succeed.
WHY THIS WIN MATTERS
House Bill 2 is a major investment in public education in Texas and an exemplar for the country in leveraging state school finance policy to improve student outcomes. The $8.5 billion contained in the legislation is a historic amount for Texas. But what is truly ‘game-changing’ is how HB 2 translates dollars into data-driven strategies that put students first. Facing tremendous pressure from school districts and other advocates to flow new spending through the most flexible components of the existing school finance formula, our coalition advocated for strategic investments targeting our students’ greatest needs. HB 2 supports partnerships between school systems and high-quality ed prep programs, with a special focus on residency models that give future teachers rigorous, hands-on training. And it expands the Teacher Incentive Allotment, which has improved the retention of high-quality teachers across the hundreds of Texas school systems that have implemented the strategic compensation model. By expanding the Rural Pathway Excellence Partnership (R-PEP) program and increasing funding for P-TECH campuses, HB 2 enhances access to career pathways aligned to high-wage, high-demand fields, particularly in rural schools, and provides annual planning and implementation grants to help districts create and scale these collaborative models in more regions of the state. Funding for facilities at charter campuses had been capped since 2017, so per-pupil funding was shrinking as enrollment grew. HB 2 replaced the cap with a new formula that is more directly responsive to student needs, promoting more innovative options for parents and students. While not all coalition members directly serve rural or charter campuses, we were united in advancing a public education finance system that supports student success in every setting. Because of our coalition-based and student-focused advocacy, HB 2 includes a comprehensive set of investments that bring us closer to that vision.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Most of these partners collaborated formally and informally through the InvestEdTX coalition, initially convened by the Commit Partnership in 2019 and including 30+ groups representing educators, nonprofits, business leaders, and chambers of commerce. United by a shared commitment to student-first policy and data-driven investments to close opportunity gaps, the coalition has maintained alignment among members and disciplined focus on a core set of issues. Entering this legislative cycle, the coalition formalized a process to invite a manageable number of new organizations to fill agreed-upon gaps in representation, especially parents. Through regular coalition calls and working groups, partners shared intel, built one another’s advocacy capacity. More seasoned members supported those who were newer to advocacy with preparing testimony, sharing templates, providing feedback on collateral, and coaching on how to approach different legislative offices based on their interests and past engagement. Coalition members also leveraged individual relationships with legislative staff, agency leaders, and elected officials to share aligned messages, offer technical insight, and advise on policy design and implementation. This coordination helped maximize influence and minimize duplication or mixed signals. Together, advocates from multiple organizations aligned on suggested panel experts for testimony, often testifying together with aligned messages. Several advocacy leaders from other organizations joined site visits to see the work in action, published independent research that we cited in our advocacy materials, and joined our virtual briefings to share relevant updates and opportunities to influence policy. Our member organizations also held joint staffer briefings, Capitol Days, and in-person events including TexED Policy Talks, that brought in a much wider audience than we could have reached individually, and attendees saw how our priorities could be complementary.
FINANCIAL INVESTMENT
Our advocacy contributed to $8.5 billion investment in public school students over the next biennium.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
The success of HB 2 reinforces several principles that fellow Network members can apply:
- Center student outcomes data in your advocacy: In a fiscally conservative context, it’s essential to show the “return on investment” that increased education funding can yield when targeted toward research-based strategies. As lawmakers sought to address rising attrition among experienced educators, our coalition provided data showing how the Teacher Incentive Allotment and residency/apprenticeship models supported teacher recruitment and retention.
- Include educator and parent voices: Our coalition welcomed several parent-led groups mobilizing around early literacy, a key theme for our target audiences, especially as “parental empowerment” became a recurring focus of the session.
- Distribute leadership across subject matter expertise: We cultivated leadership within member organizations with deep content knowledge. This approach proved effective in navigating complex policy areas like teacher prep, early literacy, math academies, college and career readiness, school finance, and rural collaboration.
- Prioritize relationships with key offices: Identify the lawmakers whose support is essential—committee chairs, chamber leadership, etc.—and invest in building strong relationships with them and their staff.
- Don’t give up: Several HB 2 provisions, including those on teacher prep and early literacy, failed in prior sessions but were ultimately adopted. Continued advocacy through the interim helped expand support and readiness for passage.
- Leverage media as an advocacy tool: News outlets help shape public understanding. Coalition members placed op-eds, served as sources for journalists covering HB 2, and gave interviews on strengthening educator pathways.
RESOURCES
- https://issuu.com/educatetexas0/docs/dallas_college
- https://issuu.com/educatetexas0/docs/bisd_case_study
- https://www.deansforimpact.org/tools-and-resources/fueling-the-lone-star-teacher-pipeline-a-landscape-analysis-of-rtaps-in-texas-
- https://www.texastribune.org/2025/04/15/tribcast-texas-teachers/
- https://www.texastribune.org/2025/04/25/attract-prepare-retain-best-teachers-texas/
- https://drive.google.com/drive/folders/15pDbz7zQFSJdktrLuFRG0rKmBsjYIkqO?usp=sharing
A+ Education Partnership, Alabama Families for Great Schools, EdTrust in Tennessee
Network Policy Pillar: Responsive Systems
SUMMARY
The RAISE Act helps the state of Alabama modernize its 30-year-old funding formula to allocate funding for students who need it most, including economically disadvantaged students, students with disabilities, English language learners, and charter school students, so they can receive the resources they need to thrive.
Our policy and advocacy impacts all 729,242 public school students across Alabama.
WHY THIS WIN MATTERS
The RAISE Act was signed into law on May 5, 2025, marking a major win for all Alabama students. With its passage, $549 million will be invested in student needs over the next three years. This groundbreaking legislation, sponsored by the budget chairs and passed unanimously by the Alabama Legislature, builds on the current Foundation Program by adding targeted funding to meet specific student needs and drive better academic outcomes. These research-based investments in our highest-need students will change education outcomes for future generations.
Prior to this effort, the state had not updated its formula in over 30 years. This left Alabama as one of only six states that still used an outdated resource-based formula which distributed money based solely on the number of students in a school and not the needs of those students, like living in poverty or having a disability. It did not provide enough money. It was not transparent. It was too rigid. It did not allow schools to adjust how they spent money to address their students’ needs.
The RAISE Act ensures that the following student groups will receive more funding: students living in poverty, students with disabilities, English language learners, gifted students, and charter school students. This is significant because many of these students have been historically underfunded, leading to some of the state’s lowest academic outcomes. Furthermore, Alabama has one of the largest populations of economically disadvantaged students in the nation, and our English language learners are our fastest-growing student population. Those groups historically receive minimal investments; less than 2% of the Foundation Program was directed to them. In fact, Alabama did not provide any dedicated funding for special education at all, and charter school students don’t receive local tax dollars. Now, through the RAISE Act, at least $549 million will be invested in those student groups over the initial three school years.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
For over two years, A+ has worked with state leaders, national experts, and partners to modernize Alabama’s 30-year-old school funding formula. The unanimous, bipartisan passage of school funding reform in the state of Alabama is a testament to the power of collaboration and partnerships.
The leadership of our legislative champions, budget chairs Sen. Arthur Orr and Rep. Danny Garrett, was critical. They committed to change and created a joint legislative commission to study modernizing Alabama’s school funding formula that brought together both budget committees to determine the best path. Supported by A+ and Bellwether, the Commission’s eight-month process allowed members of both parties to hear about the challenges of the current formula, learn about funding student needs, and craft a hybrid approach that became the RAISE Act. We also worked with the Governor’s office and education groups to take their feedback. We met with multiple committees and both caucuses in each chamber to explain the bill, answer questions, see how it would impact their districts, and get them on board. Finally, the strategic decision to have the bill travel with the budget and not as a disconnected, standalone piece of legislation avoided unnecessary confusion and politics.
At the grassroots level, A+ partnered with EdTrust-TN, TN Alliance, and Southerners for Fair School Funding to model their process and build a successful advocacy coalition. A+ launched the Every Child Alabama Coalition with 49 members across Alabama, including education nonprofits, business organizations, community-based organizations, parents, and teachers. They authored 5 op-eds, conducted over 45 public presentations across four regions in Alabama, reaching and informing 4,786 Alabamians, and met with over 90 legislators and superintendents during the session. This created a groundswell, ensuring that leaders understood the necessity of this bill.
FINANCIAL INVESTMENT
Our advocacy contributed to a $549 million investment over the initial three years in Alabama students who need it most.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Learn from the Research & Experiences of Others: Alabama leaders were willing to explore this step because our neighbors TN and MS showed them it was possible. Partnering with Bellwether to bring national expertise to this local problem equipped A+ and Legislative champions with the right data and a path forward. When building the Every Child Alabama Coalition, A+ applied lessons from partners in TN, resulting in a well-prepared, organized group who helped push the legislation over the finish line.
Engage the Right Leaders & Partners: This effort was led by the education budget chairs in the Legislature, which contributed to RAISE’s unanimous passage. These leaders believed in the importance of this bill, and worked to get it passed. Outside of the Statehouse, it was critical to form a coalition representing all regions and sectors to build buy-in from community members, school leaders, and decision-makers.
Strategic & Aligned Messaging is Critical: A+ was very particular about the language used. We worked to ensure information was accessible and avoided politicized terms that could derail the conversation. Our grassroots and grasstops campaigns were tightly aligned. The messaging was synchronized so everyone spoke the same language and addressed common concerns. When our legislative champions, grasstops advocates, and grassroots coalition members said the same thing, it combated opposition and kept the focus on students.
Play the Long Game: Compromise was key. The most important goal was to ensure the state began to fund the needs of students, and that was nonnegotiable. We worked closely with the budget chairs and other partners to ensure that the best version of the bill passed with broad support. While we worked hard for a full student-weighted formula, we compromised when needed on a hybrid formula as an important first step. This big win allows us to fund student needs now and opens a door to creating a full student-weighted formula in the future.
RESOURCES
- Click the link for the RAISE Act legislation, a bill explainer, Every Child Alabama coalition website, and Informative videos: https://docs.google.com/document/d/1cUF3H_Yqnp0DYCTNgxEG0NaeyPu61EWQB-Sh4wQYLWE/edit?usp=sharing
ExcelinEd, Institute for Quality Education, RISE Indy
Non-Network partners: MindTrust, Indiana Charter Innovation Center
Network Policy Pillar: Innovative Options, Responsive Systems
SUMMARY
Multiple policies passed in Indiana this year will improve funding equity, facilities, and transportation for charter schools so they can continue to create strong educational options for students.
We estimate that approximately 50,000 charter school students will benefit from this legislation, including more than 5,000 students in Indianapolis who attend public charter or Innovation Network schools and currently lack access to district-provided transportation, ensuring they can safely and reliably get to the schools their families choose.
WHY THIS WIN MATTERS
For over two decades, Indiana’s public charter schools have faced a significant challenge: unequal access to local resources compared to traditional public schools due to persistent funding disparities. This year, Indiana boldly addressed this inequity through a multi-pronged policy effort addressing funding, centralized services, and transportation.
Landmark Legislation for Funding Equity
Thanks to relentless advocacy from Governor Mike Braun, education champions, and legislative leaders, Senate Bill 1 was enacted. This landmark property tax reform ensures that public charter school students will benefit from local tax levies starting in 2028. This breakthrough legislation mandates that local school districts share property taxes with charter schools, effectively closing a long-standing gap.
Pioneering Centralized Services and Transportation Reform
In tandem with funding reforms, House Bill 1515 launched a pioneering three-year pilot program for centralized facilities and transportation services. Participating schools will benefit from shared operational boards, designed to streamline management and reduce costs, thereby freeing up resources for classrooms and student support. This program is built for continuous improvement, with an integrated evaluation to guide future statewide implementation.
This legislative victory is particularly significant for Indianapolis, as it directly addresses one of the most persistent and inequitable barriers to school access: transportation. For years, thousands of public school students, especially those attending charter or Innovation Network schools, have lacked safe and reliable transportation. This forced families to choose between educational opportunity and accessibility, often putting their best-fit school out of reach.
RISE INDY led a community-driven campaign to rectify this. Through research, coalition building, strategic storytelling, and direct engagement with lawmakers, they successfully pushed for the inclusion of crucial transportation language in House Enrolled Act 1515. This law established the Indianapolis Local Education Alliance (ILEA), a citywide working group dedicated to designing a unified transportation and facilities plan that encompasses all public school students within IPS boundaries, not just those in traditional district schools.
A Systemic Shift Towards Fairness and Opportunity
This advocacy not only created the policy framework for a systemic solution but also shifted the public narrative, elevating transportation from a mere logistical challenge to a critical equity and access issue.
These combined policy wins represent a game-changing leap forward for Indiana. They address historical funding gaps, build operational efficiency, and reaffirm the state’s commitment to educational opportunity for all public school students. The scalable and replicable nature of this policy framework opens the door for other states and cities to follow suit, advancing equity in school access through similar multi-pronged reforms.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Multiple partner organizations came together to support these various policy priorities to improve charter schools in the state, including MindTrust, the Indiana Charter Innovation Center, the Institute for Quality Education, ExcelinEd, and RISE Indy.
Insight from RISE Indy – Establish Transportation & Facilities as an Equity and Efficiency Issue
RISE INDY’s transportation advocacy was rooted in extensive coalition-building and collaboration across diverse political, institutional, and community lines. Recognizing that solving student transportation inequities required a broad, united effort, RISE INDY worked closely with families—especially those most affected by transportation gaps—to amplify their voices through storytelling, public testimony, and direct engagement with lawmakers.
To bolster their case, RISE INDY conducted a countywide public opinion poll, which revealed strong, cross-cutting support (across political affiliation, race, income, and school type) for a more equitable and efficient transportation system. These findings provided a data-backed foundation for their advocacy strategy and strengthened their position with legislators and policymakers.
Collaborating with public charter and Innovation Network school leaders, as well as the Indianapolis Public Schools (IPS) administration, RISE INDY helped develop a shared vision for a unified transportation system. They also partnered with school bus drivers and transportation staff to ensure any proposed solution would be feasible and sustainable. Several IPS School Board Commissioners played a key role, becoming public champions of the work.
At the Statehouse, RISE INDY built a bipartisan coalition of Republican and Democratic lawmakers committed to improving student access. Together, they successfully advocated for the passage of House Enrolled Act 1515, which established the Indianapolis Local Education Alliance (ILEA). This cross-sector body is now tasked with designing a citywide transportation and facilities plan that includes all public school students.
FINANCIAL INVESTMENT
Advocacy for the property tax sharing policy will contribute to an estimated $81 million in property tax revenues for charter schools.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Advocacy efforts to improve charter schools in Indiana offer invaluable lessons in persistence, coalition discipline, strategic leverage, and the power of centering community voices.
Navigating Complex Legislative Landscapes – Statewide Strategies From ExcelinEd & IQE
The journey to secure property tax sharing for public charter schools in Indiana exemplifies strategic persistence within a complex political landscape. Initially introduced as a standalone provision in Senate Bill 518, the charter equity provisions were later incorporated into Senate Bill 1, a sweeping and often contentious property tax reform bill. This integration presented a significant challenge: the specific charter provisions became a minor component within a much larger, high-stakes debate over tax policy, risking their potential sidelining or sacrifice.
However, rather than retreating, partner organizations “leaned in.” Everyone focused on protecting the charter provisions while recognizing we couldn’t control the broader dynamics. Organizations doubled down on their support for the Governor and key legislative champions, providing essential data, messaging, and political cover needed to hold the line. They coordinated closely behind the scenes, carefully avoiding public overreach that could destabilize the broader legislative package, while privately ensuring their issue remained a top priority.
The key lesson from this experience for fellow advocates is clear: when a policy goal becomes tied to a larger legislative vehicle, “don’t panic.” Instead, maintain discipline, build deep trust with decision-makers, and understand when to step back and when to step in. By staying focused, even when not in the driver’s seat, the coalition successfully guided its priority across the finish line.
Centering Community & Building Coalitions – Community-Grounded Strategies From RISE INDY
Meaningful policy change requires centering community voices, building broad coalitions, and aligning data with storytelling to drive urgency and action.
- We began by engaging the people most impacted. Families, students, bus drivers, and school leaders from across school types shared how transportation barriers shaped their school choices. These insights became powerful stories we lifted up in legislative testimony, op-eds, social media, and direct advocacy—helping reframe the issue as one of equity, not logistics.
- We paired those stories with strong data. Our countywide poll revealed broad, bipartisan support for equitable transportation, giving our campaign credibility and giving lawmakers the cover they needed to act.
- We created opportunities for community members to voice their needs to elected officials. Through listening sessions between parents and IPS School Board Commissioners, meetings with parents and state legislators, and public testimony in IPS School Board meetings and the Statehouse, we allowed community voice to influence change through real stories.
- We highlighted parent stories in the news. Through publishing our public opinion poll, we initiated opportunities for parents to share their transportation challenges with the news to shine attention on gaps in our current system. As a result of this, more news stories were published featuring parents of children who had to walk to school, even in harsh weather conditions, because of the lack of transportation options.
- We built a coalition that crossed lines of difference—engaging parents, school board commissioners, the IPS administration, public charter leaders, bus drivers, and both Republican and Democratic legislators. Though these groups may not agree on every issue, they were united in the belief that no child should be denied access to school because of how they get there.
- We were ready when the policy window opened. With clear goals, trusted relationships, and prepared language, we moved quickly to influence House Enrolled Act 1515, turning years of advocacy into a legislative win.
The biggest takeaway: transformational advocacy doesn’t start with a flashy campaign. It starts with listening, building trust, and showing up—so when the moment comes, you’re ready to lead.
RESOURCES
- Indiana Enrolled Senate Bill 1 (property tax sharing): https://iga.in.gov/legislative/2025/bills/senate/1/details
- Indiana Enrolled House Bill 1515 (transportation and facilities pilot): https://iga.in.gov/legislative/2025/bills/house/1515/details
- https://riseindy.org/news/f/rise-indys-2025-legislative-wins-for-students-and-educators
- https://riseindy.org/news/f/wrtv-new-poll-finds-parents-want-better-school-transportation
- https://riseindy.org/news/f/pns-in-school-bus-hurdles-linked-to-education-outcomes
- https://riseindy.org/news/f/community-wants-a-streamlined-school-transportation-solution
EdTrust-Midwest, Teach Plus Michigan
Network Policy Pillar: Responsive Systems
SUMMARY
This transformational policy win—Michigan’s Reading for All Law—created the state’s first-ever system of identifying & better supporting students with reading challenges. The passage of this legislation is remarkable because it came in the face of strong opposition from education groups committed to maintaining the status quo. This was the result of EdTrust Midwest’s leadership and advocacy, which required screening for students with dyslexia & mandated that these students receive the necessary support.
Our policy and advocacy impacts 411,386 K-3 students. It is estimated that up to 20% of these students could have the characteristics of dyslexia.
WHY THIS WIN MATTERS
EdTrust-Midwest has long advocated for research-based policies to address MI’s reading crisis to confront one of the most common barriers to literacy: dyslexia. Building upon 6+ years of policy research, data analysis, and advocacy and a new, multi-faceted campaign, we achieved a transformational victory in 2024 with the passage of the Reading for All law.
Alongside a bipartisan group of policymakers and advocates, EdTrust-Midwest helped develop this landmark legislation to establish a stronger, more equitable system to identify and support students with dyslexia. The need was urgent: In the 2023–24 school year, just 39.6% of Michigan third graders were proficient in English language arts—down from 40.9% the year before, and significantly lower than the 45.1% proficiency rate before the pandemic.
Our statewide campaign incorporated coalition-building, legislative strategy, public testimony, media engagement, digital outreach, grasstops, and grassroots mobilization. Our advocacy and policy efforts reach 411,386 K-3 students statewide. Research suggests that up to 20% of these students may exhibit characteristics of dyslexia, underscoring the urgency of this effort.
These efforts culminated in Governor Gretchen Whitmer signing Senate Bills 567 and 568 into law in September 2024. These bills mandate multi-tiered systems of intervention based on the science of reading and other requirements, including:
- Early screening for characteristics of dyslexia and tiered support using research-based interventions proven to improve outcomes.
- Requiring teacher preparation programs at universities to include training on how to teach students with dyslexia.
- Ongoing professional development for current educators on evidence-based reading instruction grounded in the science of reading.
This bipartisan policy victory represents a critical step to ensure every Michigan student—regardless of background—has equitable access to high-quality, effective literacy instruction.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
For six plus years, EdTrust-Midwest has prioritized improving reading outcomes across Michigan through rigorous research, data analysis, policy development, coalition-building, and legislative advocacy. Building upon that work, in 2024, we partnered with policymakers, educators, early literacy advocates, the Michigan Partnership for Equity and Opportunity, and allies such as the Michigan Dyslexia Institute, the Autism Alliance of Michigan, and the Michigan Department of Education, to advocate for systemic reforms to better serve all Michigan students. In 2024, we launched our Reading for All campaign—an effort to build a more equitable and effective system for identifying and supporting students with dyslexia.
Our multi-dimensional campaign incorporated legislative advocacy, media engagement, coalition organizing, public testimony, and robust digital outreach. A key element of our strategy was a statewide call to action urging our coalition partners and expansive advocacy network to contact Michigan House Education Committee members to support critical legislation. We also activated our network to reach out to local representatives, reinforcing the importance of passing these bills.
We strategically cultivated bipartisan legislative champions in both chambers and worked with leaders in the Detroit NAACP and West Michigan business community to encourage the Speaker of the House to bring the bills to a vote ahead of the fall elections. We provided our partners with tailored messaging to engage lawmakers effectively and mobilized educators through our Michigan Teacher Leadership Collaborative, many of whom testified in committee hearings. These firsthand accounts from classrooms were essential in countering opposition and grounding the legislation in real student impact. To broaden public awareness, we also published and pitched numerous op-eds and advocacy alerts, helping ensure that this critical literacy work remained a front-and-center policy priority.
FINANCIAL INVESTMENT
Our advocacy contributed to a $78 million investment to improve early literacy, including funding to train teachers in the science of reading. There was also a new line item added to last year’s budget to provide $87 million in grants to help districts pay for curriculum that is high-quality and evidenced based. These investments are only the beginning, as more funding will be needed to ensure the new law is implemented with fidelity.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Fellow Network members can learn how to build and broaden a coalition of grass top and grassroots leaders, leverage and amplify diverse voices, make connections across the aisle, and create a multi-pronged advocacy and knowledge-building strategy to lift up, amplify, and leverage diverse voices to shape and influence historic changes in policy.
RESOURCES
- Sample collateral and legislation regarding EdTrust-Midwest’s Reading For All advocacy work: https://edtrust.coveragebook.com/b/2afe9909da279d31
Center for Black Educator Development, ExcelinEd, Teach Plus Pennsylvania
Non-Network partners: National Center on Education and the Economy
Network Policy Pillar: Great Educators
SUMMARY
This policy helps prospective teachers overcome financial barriers to obtaining certification so they can provide excellent instruction to every student in Pennsylvania.
Our policy and advocacy impacts 1.7 million public school students in Pennsylvania.
WHY THIS WIN MATTERS
Launched in 2022, the PA Needs Teachers campaign was launched to address Pennsylvania’s teacher shortage crisis by advancing evidence-based and systemic solutions to address root causes such as the worsening financial value proposition to become a teacher and a lack of actionable data to support targeted interventions. The coalition’s first legislative push led to two victories in 2023: the creation of a program to provide $10,000 to student teachers who commit to teaching in Pennsylvania for three years (along with $2,500 for their cooperating teachers), and the passage of new educator workforce data collection measures, most notably instructional vacancy data to help policymakers target solutions to the schools and subjects most in need of qualified teachers. After the student teacher stipend program was funded at $10 million in 2023, our advocacy led to funding being doubled to $20 million in 2024 ($5 million more than what the governor originally proposed). The governor has proposed $40 million in the next state budget, while we continue to advocate for full funding of the program at $50-55 million.
Our advocacy has also led to the creation of a new registered teacher apprenticeship pathway and an initial grant program of nearly $8 million to support new apprenticeship programs. We also helped pass the Grow PA scholarship program, which provides $5,000 scholarships to students who study in high-need fields (teaching is explicitly named) and then go on to work in those fields in Pennsylvania. As a result, aspiring educators can now receive up to $30,000 in scholarships and stipends to pursue their education credentials or learn and earn through an apprenticeship program. In Pennsylvania’s split legislature, we have made these educator workforce initiatives a rare example of bipartisan consensus, with Democrats and Republicans both embracing these proposals.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Our coalition, led by Teach Plus PA and National Center on Education and the Economy (NCEE), transcends many of the traditional divides within education advocacy, bringing together school districts and charter schools, K-12 and higher education, school choice organizations and civil rights groups, statewide associations and regional chambers of commerce. After our first summit, we released a report that clearly outlined our coalition’s policy principles and strategies, and we welcome any organizations and individuals to our coalition who want to advance these principles and strategies, even those who do not agree on other issues or priorities. We recognize that the diversity of our coalition is our strength. While our coalition members do not always agree, we have been able to prioritize solutions that garner broad consensus within the coalition and in Harrisburg. We have strategically recruited regional chambers of commerce and workforce groups in order to position the teacher shortage as a larger workforce and economic challenge, and have provided legislators with local data and stakeholders from their own community in order to ensure they view this as a relevant issue affecting their districts and constituents.
A robust coalition of districts and charters, universities, non-profits, unions, and business groups working in partnership with the legislature and governor.
FINANCIAL INVESTMENT
Our advocacy contributed to a $50+ million investment in affordable pathways into teaching for prospective teachers.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Our campaign has relied on strong PR/communications, a robust series of events, regular and relevant publications and data, and regular engagement of coalition members in advocacy and mobilization activities. We hold an annual summit each fall to bring our coalition members together to socialize, explore, and prioritize among new policy solutions; this is also an opportunity to engage policymakers and generate press and credibility. We have released a series of reports to educate the public and policymakers on these solutions; our initial report led to hearings in both the House and Senate Education Committees and later to the legislation that contained our student teacher stipend program and recommended data provisions. After securing better educator workforce data, we have produced two sets of fact sheets and reports analyzing the severity of the teacher shortage by county and senate district in order to continue making the case for change. We have held eight teacher shortage roundtables around the commonwealth in key senate districts to engage local educators, legislators, and media in conversation around our policy solutions, as well as an annual advocacy day that regularly engages 50+ advocates in 100+ legislative meetings. To advance the student teacher stipend in particular, we have elevated personal stories of student teachers through roundtables, press conferences, op-eds, and social media; these stories have proved particularly compelling to the media and to policymakers. We also regularly engage our coalition members through monthly coalition calls, regular email action campaigns, and other calls to action, and local events.
RESOURCES
- https://www.paneedsteachers.com/summit-report
- https://www.paneedsteachers.com/county-assessment-teacher-severity
- https://www.palegis.us/legislation/bills/2023/sb0300 (This is the bill language for the stipend program and workforce data that ultimately passed as part of omnibus school code bills, Acts 33 and 35 of 2023.)
Learn more about the 2025 nominees in Game Changer Campaign of the Year.
Best Collaboration
Best Collaboration features coalitions of leaders and organizations who worked together to achieve a significant impact for students and families. Working in a 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.
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
Learn more about the 2025 nominees in Best Collaboration.
Best Defense
Best Defense highlights campaigns that strategically defended important policy at significant risk and overcame significant odds using innovative tactics; sometimes, the most significant wins are actually holding the line. Nominees in this category provide models for how to deploy sharp strategies to defend policies or efforts that benefit students.
Best Defense Winner
All4Ed, EdTrust-Tennessee, Stand for Children Tennessee
Non-Network Partners: TN Immigrant and Refugee Rights Coalition, TN NAACP, and Statewide Organizing for Community eMpowerment
Network Policy Pillar: Responsive Systems
SUMMARY
Ed for All-TN, a coalition of over 65 organizations, was formed to protect policies that help undocumented students maintain access to public education so they can have the freedom to learn, grow, and thrive in our country. In the 114th General Assembly, Tennessee lawmakers filed three bills designed to challenge a constitutional and long-standing legal precedent that guarantees all children living in the United States access to free public school, regardless of documentation status.
Our policy and advocacy impacts an estimated 10,000 undocumented students in Tennessee, and 651,000 undocumented students across the country. The Supreme Court upheld the right to free public education regardless of documentation status in Plyler v. Doe. These bills were aimed at challenging this Supreme Court precedent not only in Tennessee, but across the country.
HISTORY & WHY THIS WIN MATTERS
Three bills were filed challenging the Plyler v. Doe decision from 1982. Different combinations of provisions were aimed at denying students access to school based on immigration status, collecting immigration status information, charging families tuition, or restricting access to public school based on a family’s ability to pay at an otherwise free public school. Regardless of the version, each was aimed at creating a legal challenge that would ultimately threaten the Plyler decision.
Every child deserves a high-quality education that prepares them for an increasingly complex and diverse world. Strong public schools are the foundation of strong communities and families should feel safe sending their kids to school—without fear.
Education for All-TN was defending against legislation that would have allowed Tennessee districts to exclude students from public K-12 schools based on immigration status and imposed harmful administrative burdens on schools. This legislative battle extended beyond immigration status, harmfully conflating English Learner students with immigration status and threatening to weaken public commitment to the resources all students need to thrive.
The proposals to overturn Plyler v. Doe would create impossible choices for families, forcing them to decide between the risk of enrolling students and facing possible family separation or keeping children out of school permanently. The proposed requirements for schools to collect or verify immigration status, a role that belongs to the federal government, would place school staff in roles they are not trained or equipped to perform, eroding trust and family engagement.
Research shows that the threat of immigration enforcement causes stress, fear, and trauma in students. These impacts increase absenteeism, dropout rates, and harm student achievement. Increased deportations have been linked to declines in reading and math scores.
The negative impact ripples throughout entire school communities—not just for undocumented students. Teachers report students reacting as if a classmate has died when a peer suddenly disappears and they do not know what happened to them. These effects make it harder for educators to teach and students to learn. Students with disabilities are especially vulnerable, experiencing heightened fear and reduced feelings of safety after increased immigration activity.
Overall, these proposals compromise the mission of public education and harm all students.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Education for All-TN centered on diverse and broad organizing, recognizing that threats to one population of students was a civil rights issue impacting us all. We knew we were built for this moment with EdTrust-TN’s existing infrastructure, leading the TN Alliance for Equity in Education. With our Alliance as the foundation and a core set of partners, we established Education for All-Tennessee.
Our Steering Committee modeled working across lines of difference with diverse representation from across the state. EdTrust-TN was proud to join with three Alliance partners—the TN Immigrant and Refugee Rights Coalition, TN NAACP, and Statewide Organizing for Community eMpowerment—who lead Public School Strong grassroots efforts in TN, to launch the campaign. We also had vital support from national partners, including All4Ed, who provided critical policy support, national perspective from other states, and joined us on the ground in Tennessee to provide committee testimony at critical moments in the campaign through the national Education for All coalition.
Our movement grew to more than 65 organizations—and counting—united behind a clear purpose: 1) defeat this legislation, 2) shift the public narrative, 3) build people power, 4) prepare for any legal challenge. Our greatest strengths were the coalition’s diversity—rural/urban, state/local, grassroots/grasstops, business and faith. This included other PIE Network partners such as Stand for Children Tennessee in Memphis.
The odds were stacked against us, but we refused to back down. We knew the public had to be engaged. Lawmakers needed to see resistance – loud, organized, and constant.
As a result of Education for All-TN, the harmful bills became the top education issue and gained widespread, bipartisan opposition. Two bills were killed, and one never made it through committees, stalling until 2026.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Through Education for All-TN, we mobilized supporters in 294 cities, engaged 1,300+ volunteers, and drove over 8,000 actions—emails, calls, and videos to lawmakers.
With campaign partners, we hosted trainings, webinars, and media campaigns that resulted in hundreds of news stories reaching millions, keeping this issue front and center. To spread awareness, we launched a central website with key resources that made advocacy accessible to activate partner networks across the state and country. This included a legislative toolkit, social media graphics in different languages, policy memos, and a platform to record video testimony.
A key advocacy strategy was diverse coalition building with aligned messaging. Lawmakers needed to hear opposition across different communities in their district—students, business owners, faith leaders, and educators. A critical tactic was to widen the focus from immigration to educational access for all students.
We pushed back against the false cost-savings narrative: Undocumented students—about 10,000—are not the same as English Learners, over 86,000. That distinction mattered when debate centered on the cost of EL students—dangerous rhetoric affecting access for other student groups to critical resources.
We exposed real financial risks: unfunded mandates on schools to verify immigration status, major administrative burdens, and civil rights violations. We reminded lawmakers undocumented families contribute nearly $350 million in taxes—including sales and property taxes that fund our schools.
Another crucial tactic was rural and local school board organizing. Multiple boards adopted resolutions opposing the measures, including Hamilton County, home of one of the bill’s main sponsors.
Education for All-TN emphasized people power. Our success came from distributed organizing, deep partnerships, and national connections. Looking ahead, we’re not just focused on defense—we’re centering a proactive vision for schools.
RESOURCES
- https://tinyurl.com/Ed4AllTN
- https://tinyurl.com/Memo-Protect-K12-Ed4AllAll4Ed https://tinyurl.com/All4Ed-TestimonyEdTrust-TN
- https://tinyurl.com/ETTN-Testimony
- https://vimeo.com/manage/videos/1077693666
- https://www.tennessean.com/story/opinion/contributors/2025/02/25/tennessee-immigration-undocumented-public-school-students/80067311007/
- https://www.tennessean.com/story/opinion/contributors/2025/04/10/plyler-doe-immigrant-students-undocumented-education/83010901007/
Best Defense Finalists
The Center for Learner Equity, Connecticut Charter Schools Association
Network Policy Pillars: Innovative Options, Responsive Systems
SUMMARY
This policy helps Connecticut charter schools access special education funding so they can offer programming and services for students with disabilities, improving access to quality public school choices.
Our policy and advocacy impacts every child with a disability who attends a charter school in Connecticut. This includes nearly 88,000 students total across Connecticut.
Connecticut is among the top 15 states nationwide in terms of the proportion of students with disabilities. While the national average is 15%, Connecticut is around 17%.
WHY THIS WIN MATTERS
1997 state law requires districts to reimburse charters for reasonable special education costs, but districts have refused to pay any amount close to actual. Charter schools face millions in unpaid invoices for educating students with disabilities. In May 2024, we won a State Board of Education ruling declaring charters’ right to reimbursement of actual costs, and we’ve prevailed in districts’ subsequent appeal in state court. We continue pushing for implementation in an ongoing appeal.
This work matters because it’s critical to protect the systemic improvements that benefit students with disabilities and their access to school choice. While Connecticut charter schools operate as autonomous districts offering open enrollment for any interested students, for the purpose of special education, decisions about charter-enrolled students with disabilities’ Individualized Education Programs remain with the districts of residence. Charters implement these district-controlled plans and receive no direct funds for their special education programs, relying instead on district reimbursement of underlying costs. Ambiguous language and hostile districts have led to widespread underpayment for charter schools, who have accrued millions of dollars in unreimbursed special education invoices.
To rectify outstanding reimbursements and ensure district compliance with state law moving forward, The Center for Learner Equity (CLE) set a goal of securing clear guidance regarding charters’ right to reimbursement. With strategic advocacy before the state department of education, our charter partners ultimately prevailed in an agency declaratory ruling that existing state policy entitled them to reimbursement of actual costs. When districts appealed our win in superior court, we prevailed again. When a district stopped fulfilling its role in ensuring services for nearly 60 students with disabilities in one charter school, we took action on behalf of that school to enforce their students’ rights to free and appropriate public education. We continue to defend our policy and litigation win through litigation and strategic communications.
Our win ensures students with disabilities can exercise choice and attend charter schools resourced to meet their needs. Our advocacy extends the promise of quality choice to disrupt educational inequity for thousands of students with disabilities.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Elevating local voices is key to our success. We needed to defend our policy win without exposing the charter sector in a politically hostile environment or perpetuating an unproductive narrative of public charter schools versus traditional public schools. As a national advocacy organization, we knew our presence could backfire with local policymakers. We strategically worked with local legal counsel, who acted as the public face of this advocacy, while we operated quietly in the background as the project manager and public policy strategist. Our local counsel has built a robust relationship with the state department of education, who is now our co-defendant in defending our policy wins alongside charter schools, against the districts. The state department of education, while also being the authorizer, continues to be a vocal defender of charter schools’ right to reimbursement of actual costs for educating students with disabilities. In the current local climate, it’s unprecedented agency support for charter schools.
Amongst the local advocacy community, we have developed relationships with charter advocates, disability advocates, and funding advocates. The Connecticut Charter School Association (CTCSA) is a key partner; together, we have provided trainings, technical assistance, and communications to the statewide charter sector. We have also established direct lines of communication with disability advocates. They have provided advice and support in moments where students’ educational services were compromised. They have also supported defending our policy wins, speaking up about how this funding fight represents discrimination against students with disabilities. Last but not least, we liaise with the School + State Finance Project for advice and information sharing about how to navigate the broader, complex CT school funding policy landscape.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Advocacy is all about the messenger. The right message with the wrong messenger can backfire. Our strategy is “adversarial diplomacy”: how we have seated the right partners at the table, have utilized multiple strategies, and have thought carefully about the best messengers, all while carefully navigating an unfriendly political climate. We have moved slowly and deliberately to protect our message and shore up the credibility of our charter partners. We have called in necessary stakeholders across lines of difference to ensure that our advocacy campaign remains authentically student-centered.
Our primary tactic has been leveraging obscure state administrative complaint processes and careful, deliberate engagement of the state department of education to demonstrate our charter partners’ good-faith desire to resolve a complex conflict. This has produced a decisive win that we continue to defend in partnership with the state and through the pursuit of creative legal and advocacy strategies.
RESOURCES
All4Ed, EdTrust-Tennessee, Stand for Children Tennessee
Non-Network Partners: TN Immigrant and Refugee Rights Coalition, TN NAACP, and Statewide Organizing for Community eMpowerment
Network Policy Pillar: Responsive Systems
SUMMARY
Ed for All-TN, a coalition of over 65 organizations, was formed to protect policies that help undocumented students maintain access to public education so they can have the freedom to learn, grow, and thrive in our country. In the 114th General Assembly, Tennessee lawmakers filed three bills designed to challenge a constitutional and long-standing legal precedent that guarantees all children living in the United States access to free public school, regardless of documentation status.
Our policy and advocacy impacts an estimated 10,000 undocumented students in Tennessee, and 651,000 undocumented students across the country. The Supreme Court upheld the right to free public education regardless of documentation status in Plyler v. Doe. These bills were aimed at challenging this Supreme Court precedent not only in Tennessee, but across the country.
HISTORY & WHY THIS WIN MATTERS
Three bills were filed challenging the Plyler v. Doe decision from 1982. Different combinations of provisions were aimed at denying students access to school based on immigration status, collecting immigration status information, charging families tuition, or restricting access to public school based on a family’s ability to pay at an otherwise free public school. Regardless of the version, each was aimed at creating a legal challenge that would ultimately threaten the Plyler decision.
Every child deserves a high-quality education that prepares them for an increasingly complex and diverse world. Strong public schools are the foundation of strong communities and families should feel safe sending their kids to school—without fear.
Education for All-TN was defending against legislation that would have allowed Tennessee districts to exclude students from public K-12 schools based on immigration status and imposed harmful administrative burdens on schools. This legislative battle extended beyond immigration status, harmfully conflating English Learner students with immigration status and threatening to weaken public commitment to the resources all students need to thrive.
The proposals to overturn Plyler v. Doe would create impossible choices for families, forcing them to decide between the risk of enrolling students and facing possible family separation or keeping children out of school permanently. The proposed requirements for schools to collect or verify immigration status, a role that belongs to the federal government, would place school staff in roles they are not trained or equipped to perform, eroding trust and family engagement.
Research shows that the threat of immigration enforcement causes stress, fear, and trauma in students. These impacts increase absenteeism, dropout rates, and harm student achievement. Increased deportations have been linked to declines in reading and math scores.
The negative impact ripples throughout entire school communities—not just for undocumented students. Teachers report students reacting as if a classmate has died when a peer suddenly disappears and they do not know what happened to them. These effects make it harder for educators to teach and students to learn. Students with disabilities are especially vulnerable, experiencing heightened fear and reduced feelings of safety after increased immigration activity.
Overall, these proposals compromise the mission of public education and harm all students.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Education for All-TN centered on diverse and broad organizing, recognizing that threats to one population of students was a civil rights issue impacting us all. We knew we were built for this moment with EdTrust-TN’s existing infrastructure, leading the TN Alliance for Equity in Education. With our Alliance as the foundation and a core set of partners, we established Education for All-Tennessee.
Our Steering Committee modeled working across lines of difference with diverse representation from across the state. EdTrust-TN was proud to join with three Alliance partners—the TN Immigrant and Refugee Rights Coalition, TN NAACP, and Statewide Organizing for Community eMpowerment—who lead Public School Strong grassroots efforts in TN, to launch the campaign. We also had vital support from national partners, including All4Ed, who provided critical policy support, national perspective from other states, and joined us on the ground in Tennessee to provide committee testimony at critical moments in the campaign through the national Education for All coalition.
Our movement grew to more than 65 organizations—and counting—united behind a clear purpose: 1) defeat this legislation, 2) shift the public narrative, 3) build people power, 4) prepare for any legal challenge. Our greatest strengths were the coalition’s diversity—rural/urban, state/local, grassroots/grasstops, business and faith. This included other PIE Network partners such as Stand for Children Tennessee in Memphis.
The odds were stacked against us, but we refused to back down. We knew the public had to be engaged. Lawmakers needed to see resistance – loud, organized, and constant.
As a result of Education for All-TN, the harmful bills became the top education issue and gained widespread, bipartisan opposition. Two bills were killed, and one never made it through committees, stalling until 2026.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Through Education for All-TN, we mobilized supporters in 294 cities, engaged 1,300+ volunteers, and drove over 8,000 actions—emails, calls, and videos to lawmakers.
With campaign partners, we hosted trainings, webinars, and media campaigns that resulted in hundreds of news stories reaching millions, keeping this issue front and center. To spread awareness, we launched a central website with key resources that made advocacy accessible to activate partner networks across the state and country. This included a legislative toolkit, social media graphics in different languages, policy memos, and a platform to record video testimony.
A key advocacy strategy was diverse coalition building with aligned messaging. Lawmakers needed to hear opposition across different communities in their district—students, business owners, faith leaders, and educators. A critical tactic was to widen the focus from immigration to educational access for all students.
We pushed back against the false cost-savings narrative: Undocumented students—about 10,000—are not the same as English Learners, over 86,000. That distinction mattered when debate centered on the cost of EL students—dangerous rhetoric affecting access for other student groups to critical resources.
We exposed real financial risks: unfunded mandates on schools to verify immigration status, major administrative burdens, and civil rights violations. We reminded lawmakers undocumented families contribute nearly $350 million in taxes—including sales and property taxes that fund our schools.
Another crucial tactic was rural and local school board organizing. Multiple boards adopted resolutions opposing the measures, including Hamilton County, home of one of the bill’s main sponsors.
Education for All-TN emphasized people power. Our success came from distributed organizing, deep partnerships, and national connections. Looking ahead, we’re not just focused on defense—we’re centering a proactive vision for schools.
RESOURCES
- https://tinyurl.com/Ed4AllTN
- https://tinyurl.com/Memo-Protect-K12-Ed4AllAll4Ed https://tinyurl.com/All4Ed-TestimonyEdTrust-TN
- https://tinyurl.com/ETTN-Testimony
- https://vimeo.com/manage/videos/1077693666
- https://www.tennessean.com/story/opinion/contributors/2025/02/25/tennessee-immigration-undocumented-public-school-students/80067311007/
- https://www.tennessean.com/story/opinion/contributors/2025/04/10/plyler-doe-immigrant-students-undocumented-education/83010901007/
National Alliance for Public Charter Schools (NAPCS)
Network Policy Pillars: Innovative Options
SUMMARY
This tied decision lets stand the financial and operational framework for charter schools in 47 states, D.C., Guam and Puerto Rico and provides legal clarity that charter schools are public schools so they can continue to provide innovative, student-centered public school options in thousands of communities.
Our policy and advocacy impacts more than 3.8 million children—7.6% of all public school students—in nearly every U.S. state and territory, plus hundreds of thousands more on charter school waitlists. It also impacts 250,000 educators at 8,150 public charter schools.
HISTORY & WHY THIS WIN MATTERS
Charter schools have been part of the public school system for 30+ years. In 1991, Minnesota incorporated charter schools into its public education system, with 46 states following suit. In 1994, Congress amended ESEA, recognizing charter schools as public. In all states, charter schools were established as public schools that leverage innovative and flexible models as alternatives to traditional districts. The legislative frameworks of the states that adopted charter school laws demonstrate that charters were meant to be public and designed to enhance the public school system.
Charter schools provide student-centered, high-performing education within the public school system. The charter school model empowers passionate educators to design innovative learning environments that set students, especially those from underserved communities, on a path to lifelong success while staying accountable to taxpayers. Research shows that charter students gain up to 45 more days of learning per year than their district peers. And, studies have found that where charter schools open, students in traditional districts also thrive.
In January 2025, the U.S. Supreme Court agreed to hear Oklahoma’s St. Isidore of Seville Catholic Virtual School v. Drummond case and put it on the fast track for oral argument on April 30, 2025. The question before the Supreme Court was whether states must authorize and fund religious charter schools. To allow charter schools to be religious, the Supreme Court would have to find that charter schools are not public under the U.S. Constitution. This would have triggered legislative, legal, and political shifts in nearly every state, threatening the viability of charter schools nationwide.
Being declared public matters: the entire operational foundation charter schools are built on relies on it. As public schools, charter schools can access state per-pupil funding and taxpayer-backed school facilities financing mechanisms. Charter school teachers often participate in the public school teacher pension and healthcare programs. And charter schools receive federal funding for low-income children, children with disabilities, and school meals.
On May 22, 2025, the U.S. Supreme Court issued a 4–4 decision in the case, which left the current financial and operational status quo in place. While a tie does not set a permanent precedent, at least for now, charter schools remain public.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
The charter school community is diverse, with varied philosophical approaches to education. Despite these differences and the tight timeline of less than four months, the National Alliance united the sector by clarifying the stakes, aligning messaging, and activating allies.
Initially, many stakeholders underestimated the threat this case posed for public charter schools. We convened charter leaders, advocates, authorizers, parents, legislators, and attorneys general to achieve alignment on both sides of the aisle and file coordinated amicus briefs.
Seventy-four partners signed on to amicus briefs to show the Supreme Court just how important access to public education is to millions of students and families. These briefs ensured a complete picture was presented without being repetitive. Twenty-three charter support organizations representing 50% of all charter students in red and blue states and 16 charter school networks representing 438 schools and 200,000 students signed on to briefs. Fourteen parents and parent organizations submitted a brief in support of continued access to public school choice for their children. Nine former policymakers from both sides of the aisle and 18 attorneys general submitted briefs to underscore the critical need for charter schools in their communities. Many pioneering charter school lawmakers who championed the first charter laws in their states, including the sponsor of the first charter law, two governors, and a U.S. Secretary of Education, emphasized to the Supreme Court that charter schools have always been public schools.
We worked directly with the Oklahoma Attorney General’s office and their lawyer to implement our strategy and effectively present our case in Court on April 30.
Additional briefs were filed from six education reform organizations, 13 constitutional and educational law scholars, and 14 “public school organizations” including AFT, AASA, CGCS, NEA, and NSBA.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Most thought that the U.S. Supreme Court would not have taken up—and fast-tracked—the case if it did not have the votes to overturn Oklahoma’s Supreme Court decision. The Court’s recent decisions on religious liberty indicated it would rule in favor of religious charter schools.
Then, Justice Amy Coney Barrett recused herself—giving us the opportunity to build a strategy that 1) focused on the 34-year history of charter schools as public, 2) outlined the legislative uncertainty that would follow overturning Oklahoma’s decision, and 3) would give Justice Roberts a lane to find charter schools different from private schools.
Through a multi-faceted approach to messaging and coalition building, we secured a 4-4 vote. Tactics included: assembling a top-tier legal team, securing and maintaining significant sector support, and strategically engaging the press.
Our outside legal team worked side-by-side with our in-house lawyers to develop a well-rounded legal strategy. This team helped us organize and draft six briefs covering all relevant perspectives and coordinate signers.
We provided planning and guidance resources, legal analyses, talking points, and media coordination to establish trust and maintain engagement among stakeholders. Our team rapidly pulled together a deep-level analysis on charter law in every single state to help stakeholders understand the potential impact to the schools in their state and move them to action. This state-by-state analysis sets us up to more effectively mitigate damage from a future decision.
We developed a sophisticated media strategy to reach our target audience. We sourced supportive voices in blue states, conducted one-on-one outreach to reporters, met with editorial boards and hosted media roundtables, resulting in 849 total media mentions in 30 days, with a reach of 1.14 billion in target outlets: The New York Times, Associated Press, The Washington Post, The Wall Street Journal, Politico, SCOTUS Blog, NPR, and ABC News.
RESOURCES:
- U.S. Supreme Court decision: https://www.supremecourt.gov/opinions/24pdf/24-394_9p6b.pdf
- Case history, submitted briefs, and media articles: https://publiccharters.org/scotus/
- Guiding questions for stakeholders: https://drive.google.com/file/d/1JvbBh-567V2sgFtcNoiPVVspTQjd0w24/view?usp=sharing
- Stakeholder messaging document: https://drive.google.com/file/d/1WXHRX5xuL-bz38uTBmOFXF9zDaX7BL-V/view?usp=sharing
ExcelinEd, State Collaborative on Reforming Education (SCORE), Tennesseans for Student Success, Tennessee Charter School Center, TennesseeCAN
Network Policy Pillars: Great Educators, High Expectations
SUMMARY
This policy helps educators, districts, advocates, and policymakers set high expectations and measure success so they can provide supports for students, professional development and feedback for educators, and actionable insights for families about their children’s academic progress.
Our policy and advocacy impacts nearly 1 million Tennessee students who attend public K-12 schools as well as decision-makers at every level within the public school system, including teachers designing instruction plans, principals determining staffing, districts allocating resources, and parents making enrollment decisions.
WHY THIS WIN MATTERS
During the 2025 legislative session, state legislators proposed to eliminate state assessments, reduce graduation requirements, and skip annual evaluations for over 95% of Tennessee educators. These policies were originally enacted in 2007, when policymakers sought to raise expectations and improve outcomes for students. To achieve this, Tennessee developed new rigorous state standards, aligned statewide assessments to the standards, and created a new multi-measure teacher evaluation system.
Rolling back the foundational policies that have advanced student success — rigorous standards and graduation requirements, state assessments, and teacher evaluation — would negatively impact the positive progress Tennessee has made for students over the past two decades.
In 2007, Tennessee received an “F” rating from the U.S. Chamber of Commerce for “Truth in Advertising About Student Proficiency.” While the state assessment suggested that 90% of its fourth-grade students were proficient in math and 88% were proficient in English language arts (ELA), the National Assessment for Educational Progress (NAEP) showed that only 29% of those students were proficient in math and 27% in ELA. Tennessee’s state assessments were misleading about student performance, and Tennessee was unintentionally holding students to low expectations.
Following the implementation of state academic standards and aligned assessments to hold students to high expectations, student performance improved, and Tennessee’s academic performance notably stood out as one of the fastest growing in the nation. Student achievement in Tennessee rose as educators and districts had the information they needed to improve instruction and support students, and fewer students required remedial learning support in their first year of postsecondary education. With the foundational policies in place, the state’s resiliency stood out after the COVID-19 pandemic, and research highlighted Tennessee’s academic recovery as one of the most robust nationally.
Additionally, Tennessee’s educator evaluation system is a nationally recognized pillar for regular feedback, and research supports that it leads to improved student achievement. Studies show that student achievement growth and teacher growth can be attributed to the state’s evaluation reform. In the most recent Tennessee Educator Survey, nearly 80% of Tennessee teachers agreed or strongly agreed that the evaluation process has led to improvements in their teaching.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
By capitalizing on the strengths and relationships across our individual organizations, our coalition was able to plan strategically and successfully advocate for legislators to make their next action an intentional process to evaluate the existing assessment and teacher evaluation systems for potential policy innovations rather than rolling back existing policies.
In 2024, members of the Tennessee General Assembly signaled an intent to eliminate key elements of the state’s foundational education policies—graduation requirements, state assessments, and teacher evaluation—but ultimately deferred on those proposals in 2024 due to concerns from education advocates. Anticipating similar proposals returning in 2025, Tennessee’s education advocacy partners enacted a robust strategy for defense. Our strategies included:
- Meeting monthly during the summer and fall of 2024 to build a coalition aligned on shared priorities and messaging. Increased to weekly meetings during 2025 legislative session to discuss the bill’s progress and coalition strategy for legislative engagement.
- Proactively developed content that highlighted existing data and research, including SCORE’s Policy Pillars series.
- Organized school tours over the fall of 2024 that highlighted the use of data to inform student and educator supports.
- Leveraged a variety of media platforms — op-eds, blogs — to share the history and importance of foundational education policies.
- Hosted new legislator briefings to share the history of Tennessee’s education reforms.
- Utilized the release of NAEP to develop a timely presentation for the legislature’s education committees that connected the improved outcomes for Tennessee students to foundational policy reforms.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Coalition development and messaging: Successful defense of Tennessee’s foundational education policies was made possible because of our aligned coalition of education advocacy partners. Meeting regularly in advance of the 2025 legislative session ensured a culture of collaboration and creative problem solving across our organizations to advocate for our shared priorities. Across our network, we capitalized on our individual organizations’ strengths and existing relationships with legislators to create intentional connection points with members of the Tennessee General Assembly.
Leverage data and research: For nearly two decades, Tennessee has benefited from bipartisan support on foundational education reforms, with reform efforts spanning across several gubernatorial administrations and Tennessee General Assemblies. This history of bipartisan support is rooted in a shared commitment to student outcomes, and both research and data clearly show that these policies have successfully advanced student achievement. When support for statewide assessments waned, the coalition rooted our conversations in student outcomes data and demonstrated Tennessee’s continued progress to policymakers, emphasizing the risk to students if policymakers chose to roll back foundational education reforms.
RESOURCES
- Original bill language – SB415/HB675: https://www.capitol.tn.gov/Bills/114/Bill/SB0415.pdf
- Final bill language – Public Chapter 426: https://publications.tnsosfiles.com/acts/114/pub/pc0426.pdf
- Memo series: https://tnscore.org/resources/policy-pillars-series-2024
- Op-ed: https://tinyurl.com/y6bnk3ns
- Committee presentations: https://tinyurl.com/yuwdta77
- Tennessee Firefly: https://tinyurl.com/y6bnk3ns
- On the Fly Podcast: https://www.buzzsprout.com/2426786/episodes/17088797
ExcelinEd
Network Policy Pillars: High Expectations
SUMMARY
This policy helps Oklahoma parents, educators, and policymakers to accurately understand student learning and assess progress so they can make informed decisions that support student achievement and improve public trust in education outcomes.
Our policy efforts defend transparency and high expectations for more than 700,000 Oklahoma public school students by ensuring state assessments continue to reflect an honest picture of academic proficiency and readiness.
WHY THIS WIN MATTERS
In 2017–18, Oklahoma committed to transparency and excellence by aligning state assessment cut scores with NAEP proficiency levels. This move closed the “honesty gap” between state reports and what data showed about student performance.
In 2024, the Oklahoma Department of Education attempted to undo this progress by lowering proficiency cut scores, threatening the integrity of the system. ExcelinEd stepped in to publicly defend the original policy and protect honest reporting of student data.
This win matters because students deserve the truth—and parents, educators, and lawmakers need accurate information to drive improvement.
In 2024, Oklahoma’s lower cut scores had inflated student performance data, creating a 24-point gap between NAEP and state results in fourth grade reading. That gap had been just one point in 2019, thanks to the rigorous standard-setting policy adopted in 2018. Lowering cut scores misleads families, undercuts accountability, and masks the very challenges the system is meant to solve.
This year, the Office of Educational Quality and Accountability (OEQA), led by Secretary Nellie Sanders in Governor Kevin Stitt’s office, took action to revert to the previous 2017-2018 student assessment cut scores while committing to launching a new standards validation study, which reflects a serious commitment to transparency, academic integrity and clear and honest communication with parents about how their children are doing. These actions will reestablish confidence in Oklahoma’s educator-led standard-setting process that ensures students are mastering content and achieving state benchmarks.
This thoughtful course correction from OEQA sends a clear signal: Oklahoma is prioritizing honest, rigorous expectations that provide families with accurate insights into student achievement. At a time when some states have chosen to lower expectations or obscure results, Oklahoma is choosing to lead with clarity and conviction.
Defending honest, high standards wasn’t just about policy—it was about protecting Oklahoma students from being left behind by a system unwilling to acknowledge the reality of their learning needs.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
ExcelinEd collaborated with state leaders and focused on common ground: the shared belief that transparency and integrity are non-negotiable when it comes to student outcomes. We worked with education leaders to ensure that accountability and honesty remained core values in the state.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
One of the most valuable lessons is that defense campaigns require just as much strategy, urgency, and narrative-building as efforts to pass new laws. Messaging matters: instead of leading with technical assessment language, lead with the impact on parents and students. Framing the issue around trust, transparency, and truth-telling made it resonate more broadly and neutralized pushback.
Ultimately, strong policy is only as effective as the people willing to defend it – and protecting accountability is critical to ensuring long-term impact.
Advance Illinois
Network Policy Pillars: Great Educators, Responsive Systems
SUMMARY
This policy helps aspiring teachers of color to afford educator preparation programs so they can become teachers and improve outcomes for P-12 students.
At the current appropriation level, the Minority Teachers of Illinois (MTI) Scholarship Program directly serves approximately 1000 postsecondary students who are preparing to become teachers each year. The total impact, however, is far greater in that each successful graduate positively impacts hundreds or even thousands of P-12 students once they enter the classroom as a teacher.
HISTORY & WHY THIS WIN MATTERS
MTI, originally established in 1992, encourages aspiring educators of color to pursue careers as teachers in Illinois’ preschool, elementary, and high schools to ensure that students have access to a more diverse teacher workforce that drives higher levels of achievement and better reflects their communities and identities. Eligible students may qualify for an award of up to $7,500 per year for a maximum of four years, and awards are prioritized for students with the greatest financial need. Upon graduation, teachers are expected to commit to teaching at a school that serves no less than 30% students of color (or, for qualified bilingual applicants, 20 or more English Learners) for the number of years they received funding.
Since 1992, the MTI has helped remove financial barriers for thousands of aspiring teachers from underrepresented backgrounds. MTI plays a key role in advancing equity by supporting the recruitment and retention of teachers who reflect the racial and ethnic diversity of Illinois students. Decades of research show that when students are taught by teachers who share their racial or ethnic background, outcomes improve across the board: academic achievement increases, graduation rates rise, and disciplinary incidents decline. In short, teacher diversity benefits all students.
Despite this, Illinois continues to face a deep representation gap: while 54% of public-school students are students of color, only 18% of teachers are people of color. Although progress has been made in diversifying the workforce, it hasn’t kept pace with the growing diversity of the student body.
A recent lawsuit challenging the constitutionality of the MTI Scholarship poses a significant threat to this progress. It disregards the scholarship’s strong research foundation, its targeted design, and its critical mission to serve K-12 students. To date, MTI has supported more than 13,000 future educators, individuals who might not otherwise have been able to pursue teaching. Defending MTI was essential, not only to protect the program itself, but to uphold Illinois’ broader commitment to becoming the best state in the nation to raise a child. Losing MTI would have rolled back hard-won gains and harmed students most in need of representative educators.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
In a political context characterized by attacks on civil rights and DEIA, there were times when it was suggested that perhaps our time could best be used to determine how to re-share the scholarship to remove race. It was a struggle to find a balance between maintaining a robust defense of a program that we believe serves a very important and specific purpose in Illinois and in proactively planning for how we might continue to do the most good for candidates of color, and ultimately the p-12 students they will serve, if circumstances force the state to alter the program. In the end, we engaged on both fronts simultaneously—never wavering in our advocacy for the program as it currently stands and for the funding to continue it, even amidst legal pressure, and engaging in robust modeling and scenario planning to determine what alternative program models could continue to maximize support to aspiring teachers of color.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
We have been organizing and advocating for the MTI Scholarship for several years. When the lawsuit challenging its constitutionality was filed, it came as a surprise, but having an established network of advocates in place made all the difference. This foundation allowed us to respond quickly with coordinated, informed, and strategic advocacy efforts that were both timely and effective.
Although we didn’t have all the answers at the beginning, we prioritized transparency by sharing what we knew with advocates, legislators, and partners. We took a multi-pronged approach that combined storytelling, data analysis, and strategic mobilization. Each tactic reinforced the others: stories grounded the work in lived experience; data gave those stories context; and legal insight helped us frame the high stakes.
Our blog campaign kept the focus on students, by highlighting recipients and how the scholarship helped them, the challenges they overcame, and the success they are finding in their classroom. Simultaneously, our team provided data on teacher diversity gaps and shared how impactful MTI has been as a solution in addressing this gap.
In addition to defending MTI against the legal challenge, we also advocated for an $8M appropriation in the state budget, a dual effort that required strategic coordination and careful messaging. Thanks to strong systems and long-standing relationships, we were able to manage both efforts effectively. We were also mindful that some organizational partners felt more comfortable supporting the appropriation request than engaging directly in legal related advocacy. By respecting those boundaries, we created space for partners to contribute where they felt most aligned. This flexibility strengthened our overall advocacy efforts. Lastly, we remained proactive, particularly through policy analysis, by exploring alternative scholarship eligibility criteria in anticipation of potential legal outcomes.
RESOURCES
EdAllies, EdTrust, ExcelinEd
Network Policy Pillars: High Expectations
SUMMARY
This policy helps Minnesota students to continue to be held to high standards in match so they can be more likely to take advanced math, attend college, and pursue STEM careers.
This defense ensured that over 800,000 current Minnesota students (those entering K-11th grade) will still adhere to the Minnesota algebra standards. Because this defense keeps the standards in place, it also ensures that those students who will continue to enter the school system will receive the same rigorous math standards as well. Because algebra is a statewide requirement, its repeal would protect all students across Minnesota as well as those who aren’t yet enrolled in kindergarten.
HISTORY & WHY THIS WIN MATTERS
Our coalition acted to protect the current State of Minnesota graduation standards for mathematics, last certified in 2022.
During the 2025 legislative session, Minnesota policymakers proposed bipartisan legislation to eliminate algebra in both middle and high school. The proposal would have tracked students from historically underrepresented communities into lower-level math courses, robbing them of the opportunity to access college and leaving them without the necessary skills required in many professions.
Algebra is a critical gateway course. Students who complete algebra early are more likely to take advanced math, attend college, and pursue STEM careers. Colleges and universities throughout the country—including the University of Minnesota—require high school algebra before students can enroll in college courses. By eliminating algebra as an 8th grade standard and high school graduation requirement, the courses would be optional for schools to offer, creating a patchwork of students who can get ahead and those who unknowingly fall behind and an artificial ceiling on students’ life-long potential.
This proposal also came at a time when Minnesota is already facing alarming opportunity gaps. According to state data, only 22% of Minnesota Black students and Latino students met state math standards in 2024, compared to 56% of white students. Rolling back standards won’t close these gaps. In fact, evidence has shown that it will widen and cement them.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Minnesota K-12 education advocates and organizations came out hard in defense of maintaining the algebra standards in the state, hearing testimony from EdAllies, EdTrust, ExcelinEd, local math teachers, and others. The messaging delivered was clear: Lowering algebra standards sends the message that we expect less from our students. Removing these standards assumes that Minnesota students—especially those from historically underserved communities—can’t handle rigor. Eliminating these standards is an abdication of our duty to prepare every student for any post-secondary path they choose. We should be investing in high-quality math instruction, equitable acceleration opportunities, and support systems that lift all students—especially those furthest from opportunity.
Advocates slowly undermined the proposal. We were first successful in reversing the elimination of Algebra I standards. We were initially dismayed by the inclusion of eliminating Algebra II standards in the Minnesota Senate Education bill, but because of our policy and communications work, the debate shifted and policymakers stood up in defense of our state’s strong math standards. We eventually defeated all proposals that would have weakened math instruction in Minnesota. Building on this momentum, we are meeting with local educators and partners interested in taking next steps to improve math instruction and further strengthen Minnesota’s math standards and align both policies and practices with what research shows helps all students achieve.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Sometimes we have to defend good policy without warning. This proposal was a surprise during an already chaotic Minnesota legislative session and we had little time to prepare. It was critical for us to work with experts at multiple organizations to showcase the impact removing standards will have on students and the case studies of other organizations that have tried similar proposals and failed.
RESOURCES
Learn more about the 2025 nominees in Best Defense.
Best Implementation
Best Implementation highlights the necessary implementation work to ensure that breakthrough policies or laws lead to sustained impact for students. Advocates know that passing policy is only the beginning of the work to change outcomes and opportunities for students.
Best Implementation Winner
DC Charter School Alliance, DC Policy Center, Education Forward DC, EmpowerK12, Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Innovative Options, Responsive Systems
SUMMARY
This policy helps over 13,000 students in DC access high-impact tutoring which led to significant gains in reading and math and improved student attendance. This was a core strategy that led to DC being first in academic recovery in the nation from 2022 to 2024.
Our policy and advocacy impacted over 13,000 students in our traditional public schools (DCPS) and DC public charter schools. 70% of the students impacted and receiving HIT are categorized as economically disadvantaged. As a result of our efforts, according to the 50CAN Education Opportunity Survey, DC was ranked 1st across all states in terms of the percentage of children who have received academic tutoring in the past school year, regardless of income level.
HISTORY & WHY THIS WIN MATTERS
Research consistently shows that high-impact tutoring (HIT) is among the most effective academic interventions for students, especially in reading and math. DC embraced this evidence, launching a coordinated, systemwide investment in HIT beginning in 2021 with an investment of over $40 million. This approach has paid off: DC students have made the fastest academic recovery in the nation.
From 2022 to 2024, DC led all states and jurisdictions in academic gains on both the National Assessment of Educational Progress (NAEP) and local assessments, according to Harvard’s Education Recovery Scorecard. DC Public Schools (DCPS) was highlighted nationally for its strategy, with high-impact tutoring named as a cornerstone of its success.
This initiative didn’t just improve test scores, it also improved student attendance. A Stanford study found that DC students were significantly more likely to attend school on days they had tutoring, with the effect strongest for those who previously struggled with chronic absenteeism. Having a trusted adult who can provide personalized attention and consistent support helps students want to show up for school, overcome academic challenges, and foster a belief in their own ability to learn and succeed.
And the impact was targeted to the students who need it most: 70% of students who received HIT are economically disadvantaged, compared to 51% across DC. While recovery is ongoing, this investment has already helped thousands of students regain academic ground lost during the pandemic and been a cornerstone of our academic growth in reading and math at a time when other states were stagnant or falling behind – showing what’s possible when systems prioritize targeted, evidence-based supports.
In 2021, HIT emerged as a top strategy to help students recover from the disruptions to their academic growth caused by the pandemic. 2,109 students were given access to HIT in the 21-22 SY, and an additional 2,476 students were added in the fall of the 22-23 SY with 70% of priority schools being served by 2023. In December 2024, the Mayor’s office announced an additional investment of $7M for HIT and today, over 13,000 students have access to HIT services.
IMPLEMENTATION & EVOLUTION
The successful evolution of DC’s high-impact tutoring (HIT) initiative is largely due to the diverse range of stakeholders each playing their part over time. Roll-out needed to be scaled to allow time for buy-in, problem-solving and adapting to current needs, and acting on feedback.
The DC Charter School Alliance collaborated with schools and leaders to plan HIT implementation, particularly scheduling, recognizing that some school communities and students preferred after-school tutoring, while others opted to integrate it into the school day.
Beyond helping to shape the implementation of HIT in their schools, the advocacy and testimonies from the Alliance and their membership was key in protecting and increasing HIT funding from the DC government.
EmpowerK12 provided the research to prove evidence of success including data on specific schools as case studies to help others learn and garner additional support. Importantly, their data and analysis was used in the Stanford study on attendance. The D.C. Policy Center highlighted early stages of implementation with a system-level landscape of high-impact tutoring and a publication sharing early community learning and experiences. When PAVE realized that many parents weren’t aware of HIT offerings, they helped providers and schools think critically about how to communicate with families to ensure they understand what’s available, how to access it, and have the tools and knowledge to help their children extend learning beyond the classroom and tutoring sessions.
Lastly, we built buy-in from leaders from every systems-level education agency, demonstrated by their participation each year in the High-Impact Tutoring Summit, a citywide convening hosted by CitySchools Collaborative (formerly CityTutor DC). Their shared commitment and leadership underscored a citywide vision for building on our collective progress, and their engagement sent a clear signal that this work is both high-priority and long-term.
FINANCIAL INVESTMENT
Our advocacy contributed to a $40 million investment reaching 13,000 students and 90 DC public and public charter schools.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
DC’s success with high-impact tutoring offers key lessons in effective, coalition-driven policy implementation.
- First, start with evidence. The case for HIT was built on rigorous research, including local and national studies, which helped secure buy-in from both policymakers and educators.
- Next, focus on measurement and transparency. Impact was tracked through public dashboards (e.g., EmpowerK12’s NAEP dashboard and DC Policy Center’s State of DC Schools Report), independent evaluations (Stanford’s HIT study), and real-time implementation feedback that schools could use immediately. PAVE also partnered to host focus groups and coffee chats around the HIT programs at schools to better identify how to get information to families and increase student participation and community awareness. This allowed educators, school leaders, and systems leaders across DC to course-correct quickly and maintain momentum.
- Third, prioritize clear, accessible communication. Advocates developed toolkits for families and schools, hosted public events like CitySchools Collaborative’s annual HIT Summit, and cultivated strong community partnerships. Policymaker engagement was central—leaders from the DC Council and the Deputy Mayor for Education actively championed the work.
- Finally, build wide, inclusive coalitions to weather any policy or political environment. By engaging both DCPS and the public charter sector, public and private partners, and communities across lines of difference, this campaign was stronger, more resilient, and ultimately more impactful. The groundswell of support from organizations such as the DC Charter School Alliance, EmpowerK12, PAVE, DC Policy Center, and a large number of LEAs meant that funding for HIT remained a priority during difficult fiscal environments.
RESOURCES
- https://drive.google.com/file/d/1iBIgcqojiJ_E0G70fKLAKG-jVxyuG0JW/view?usp=sharing
- https://cityschoolscollab.org/resources/
- https://www.dcpolicycenter.org/publications/dc-high-impact-tutoring/
- https://www.dcpolicycenter.org/publications/dc-voices-high-impact-tutoring/
- https://www.washingtonpost.com/education/2024/08/13/dc-tutoring-student-performance/
- https://educationrecoveryscorecard.org/wp-content/uploads/2025/02/District-of-Columbia-Public-Schools.pdf
- https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/FY23%20HIT%20Report.pdf
- https://www.cbsnews.com/news/kramer-middle-school-washington-math-and-reading-scores-covid/
Best Implementation Finalists
DC Charter School Alliance, DC Policy Center, Education Forward DC, EmpowerK12, Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Innovative Options, Responsive Systems
SUMMARY
This policy helps over 13,000 students in DC access high-impact tutoring which led to significant gains in reading and math and improved student attendance. This was a core strategy that led to DC being first in academic recovery in the nation from 2022 to 2024.
Our policy and advocacy impacted over 13,000 students in our traditional public schools (DCPS) and DC public charter schools. 70% of the students impacted and receiving HIT are categorized as economically disadvantaged. As a result of our efforts, according to the 50CAN Education Opportunity Survey, DC was ranked 1st across all states in terms of the percentage of children who have received academic tutoring in the past school year, regardless of income level.
HISTORY & WHY THIS WIN MATTERS
Research consistently shows that high-impact tutoring (HIT) is among the most effective academic interventions for students, especially in reading and math. DC embraced this evidence, launching a coordinated, systemwide investment in HIT beginning in 2021 with an investment of over $40 million. This approach has paid off: DC students have made the fastest academic recovery in the nation.
From 2022 to 2024, DC led all states and jurisdictions in academic gains on both the National Assessment of Educational Progress (NAEP) and local assessments, according to Harvard’s Education Recovery Scorecard. DC Public Schools (DCPS) was highlighted nationally for its strategy, with high-impact tutoring named as a cornerstone of its success.
This initiative didn’t just improve test scores, it also improved student attendance. A Stanford study found that DC students were significantly more likely to attend school on days they had tutoring, with the effect strongest for those who previously struggled with chronic absenteeism. Having a trusted adult who can provide personalized attention and consistent support helps students want to show up for school, overcome academic challenges, and foster a belief in their own ability to learn and succeed.
And the impact was targeted to the students who need it most: 70% of students who received HIT are economically disadvantaged, compared to 51% across DC. While recovery is ongoing, this investment has already helped thousands of students regain academic ground lost during the pandemic and been a cornerstone of our academic growth in reading and math at a time when other states were stagnant or falling behind – showing what’s possible when systems prioritize targeted, evidence-based supports.
In 2021, HIT emerged as a top strategy to help students recover from the disruptions to their academic growth caused by the pandemic. 2,109 students were given access to HIT in the 21-22 SY, and an additional 2,476 students were added in the fall of the 22-23 SY with 70% of priority schools being served by 2023. In December 2024, the Mayor’s office announced an additional investment of $7M for HIT and today, over 13,000 students have access to HIT services.
IMPLEMENTATION & EVOLUTION
The successful evolution of DC’s high-impact tutoring (HIT) initiative is largely due to the diverse range of stakeholders each playing their part over time. Roll-out needed to be scaled to allow time for buy-in, problem-solving and adapting to current needs, and acting on feedback.
The DC Charter School Alliance collaborated with schools and leaders to plan HIT implementation, particularly scheduling, recognizing that some school communities and students preferred after-school tutoring, while others opted to integrate it into the school day.
Beyond helping to shape the implementation of HIT in their schools, the advocacy and testimonies from the Alliance and their membership was key in protecting and increasing HIT funding from the DC government.
EmpowerK12 provided the research to prove evidence of success including data on specific schools as case studies to help others learn and garner additional support. Importantly, their data and analysis was used in the Stanford study on attendance. The D.C. Policy Center highlighted early stages of implementation with a system-level landscape of high-impact tutoring and a publication sharing early community learning and experiences. When PAVE realized that many parents weren’t aware of HIT offerings, they helped providers and schools think critically about how to communicate with families to ensure they understand what’s available, how to access it, and have the tools and knowledge to help their children extend learning beyond the classroom and tutoring sessions.
Lastly, we built buy-in from leaders from every systems-level education agency, demonstrated by their participation each year in the High-Impact Tutoring Summit, a citywide convening hosted by CitySchools Collaborative (formerly CityTutor DC). Their shared commitment and leadership underscored a citywide vision for building on our collective progress, and their engagement sent a clear signal that this work is both high-priority and long-term.
FINANCIAL INVESTMENT
Our advocacy contributed to a $40 million investment reaching 13,000 students and 90 DC public and public charter schools.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
DC’s success with high-impact tutoring offers key lessons in effective, coalition-driven policy implementation.
- First, start with evidence. The case for HIT was built on rigorous research, including local and national studies, which helped secure buy-in from both policymakers and educators.
- Next, focus on measurement and transparency. Impact was tracked through public dashboards (e.g., EmpowerK12’s NAEP dashboard and DC Policy Center’s State of DC Schools Report), independent evaluations (Stanford’s HIT study), and real-time implementation feedback that schools could use immediately. PAVE also partnered to host focus groups and coffee chats around the HIT programs at schools to better identify how to get information to families and increase student participation and community awareness. This allowed educators, school leaders, and systems leaders across DC to course-correct quickly and maintain momentum.
- Third, prioritize clear, accessible communication. Advocates developed toolkits for families and schools, hosted public events like CitySchools Collaborative’s annual HIT Summit, and cultivated strong community partnerships. Policymaker engagement was central—leaders from the DC Council and the Deputy Mayor for Education actively championed the work.
- Finally, build wide, inclusive coalitions to weather any policy or political environment. By engaging both DCPS and the public charter sector, public and private partners, and communities across lines of difference, this campaign was stronger, more resilient, and ultimately more impactful. The groundswell of support from organizations such as the DC Charter School Alliance, EmpowerK12, PAVE, DC Policy Center, and a large number of LEAs meant that funding for HIT remained a priority during difficult fiscal environments.
RESOURCES
- https://drive.google.com/file/d/1iBIgcqojiJ_E0G70fKLAKG-jVxyuG0JW/view?usp=sharing
- https://cityschoolscollab.org/resources/
- https://www.dcpolicycenter.org/publications/dc-high-impact-tutoring/
- https://www.dcpolicycenter.org/publications/dc-voices-high-impact-tutoring/
- https://www.washingtonpost.com/education/2024/08/13/dc-tutoring-student-performance/
- https://educationrecoveryscorecard.org/wp-content/uploads/2025/02/District-of-Columbia-Public-Schools.pdf
- https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/FY23%20HIT%20Report.pdf
- https://www.cbsnews.com/news/kramer-middle-school-washington-math-and-reading-scores-covid/
ExcelinEd
Network Policy Pillar: High Expectations, Great Educators
SUMMARY
This policy helps literacy coaches, school leaders, and state education agencies to build capacity and implement evidence-based reading instruction so they can strengthen teacher practice and improve student literacy outcomes
ExcelinEd’s literacy coaching initiative supported state leaders in 27 states, reaching millions of students by equipping educators with the tools and training to deliver evidence-based reading instruction in the early grades.
HISTORY & WHY THIS WIN MATTERS
This work matters because early literacy is foundational to lifelong learning, and strong classroom instruction is key to student success.
ExcelinEd promotes 18 principles of comprehensive early literacy policy that support teachers, administrators, students, and families with strategies to improve literacy outcomes. One of those principles is the adoption and deployment of literacy coaches trained in the science of reading. Through its Fundamentals of Literacy Coaching modules, ExcelinEd is helping states bridge the gap between policy and practice by building capacity among educators who are best positioned to support teachers: literacy coaches.
These professionals provide job-embedded professional learning rooted in the Science of Reading, offering guidance, modeling, and actionable feedback to improve classroom practice. With 29 states implementing literacy coaching policies, the need for high-quality, accessible training is greater than ever.
In response, ExcelinEd partnered with the Florida Center for Reading Research to develop free, comprehensive training modules. In 2025, we took this work a step further by convening 62 literacy leaders from 27 states at our first Train the Trainer workshop. This hands-on, peer-driven experience equipped leaders to return to their states and scale impact—ensuring more teachers benefit from high-quality coaching, and more students learn to read proficiently.
This work turns research into results—and accelerates literacy gains where they matter most: in classrooms.
Our Fundamentals of Literacy Coaching modules were first developed in 2024, and we convened our first Train the Trainer event in 2025 to bring these resources to literacy leaders in 27 states. While participating states were in different stages of early literacy policy implementation, they all benefited from the resources and training.
IMPLEMENTATION & EVOLUTION
Surveys from the training showed 91% of participants will apply what they learned and 95% have increased capacity to guide literacy coaching.
ExcelinEd learned that many were new to coaching and eager for more knowledge and support. This will help refine our approach for future trainings, including scaffolding content, follow-up coaching, and tailored materials. Implementation is not one-size-fits-all. We are committed to evolving our tools, training and support based on feedback.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
One of the most important lessons in implementation work is to treat it like a campaign, not an afterthought. ExcelinEd works to elevate the value of literacy coaching by aligning research, storytelling, and policy design around a single, compelling message: high-quality coaching improves teaching, and better teaching improves reading outcomes.
ExcelinEd built strong partnerships with states early—listening to their challenges, co-developing solutions, and offering no-cost, high-quality tools to fill resource gaps. By packaging implementation support as an opportunity for statewide capacity-building, not a compliance burden, we shifted the narrative and generated broad buy-in from state agencies and practitioners alike.
We also learned that success relies on continuous engagement. Through convenings like the Train the Trainer workshop, we don’t just share tools—we build community. That trust and shared purpose help increase the importance of coaching investments and encourage states to stay the course.
The takeaway: implementation is advocacy. Show up, listen, offer value, and stay committed beyond policy passage.
RESOURCES
- ExcelinEd’s Fundamental Principles of Coaching: https://excelined.org/2024/07/17/launch-of-excelineds-early-literacy-coaching-modules-empowering-educators-for-success-in-the-classroom/
- ExcelinEd’s Early Literacy Matters state scan of literacy coaching policies: https://earlyliteracymatters.org/literacy-map/
BEST NC
Network Policy Pillar: Great Educators, Responsive Systems
SUMMARY
This policy helps people who are interested in teaching receive the accurate information and support they need to enter the profession and fill critical vacancies in classrooms.
- Provides clear accurate information on licensure, compensation, pathways, and preparation programs
- Centralizes resources to reduce confusion for aspiring teachers
- Offers 1:1 coaching and support to navigate entry into the profession
- Streamlines access to applications, financial aid, and career planning
Our policy and advocacy is predicted to impact more than 2 million North Carolina students over the next decade by helping to recruit over 9,000 ethnically diverse (2.5x more than other programs), degree-holding teacher candidates into the teacher pipeline.
HISTORY & WHY THIS WIN MATTERS
This work matters because it demonstrates how strategic partnerships and pilot programs can lead to lasting statewide impact, resulting in a fully funded, state-run initiative that has recruited nearly 10,000 teacher candidates in five years, boosted EPP enrollment by 20% and expanded access to high-quality, diverse educators enabling more students to see themselves reflected in their teachers.
TeachNC launched as a pilot through a partnership between the business community, state agency, and nonprofit TEACH.org, with support from the Governor’s Education Cabinet. The program collaborated with educator preparation programs (EPP), school districts, grow your own initiatives, and a statewide jobs board. After three years, results exceeded expectations, leading to full state funding with recurring dollars. Nearly 10,000 teacher candidates were recruited in the first 5 years, with nearly half being candidates of color (compared with the typical pipeline which is ~80% white). In 2024, 3,700 candidates were recruited, increasing EPP enrollment by 20%. The diverse recruitment pool means more students now see themselves reflected in their teachers. TeachNC launched as a pilot initiative in 2018 and became a state-funded program in statute in 2021.
IMPLEMENTATION & EVOLUTION
BEST NC helped the TeachNC policy evolve by using real-time feedback to remove key barriers, including misinformation, for aspiring teachers; expanding access to relatable teacher mentors, and launching a statewide jobs board, insuring the initiative stayed responsive, effective, and deeply aligned to teacher candidate needs.
- Misinformation is usually the first barrier. Providing accurate and accessible information about how to enter the profession is the first way TeachNC removes barriers. For instance, there is a lot of confusion and misunderstanding about teacher preparation and licensure requirements. A candidate who has already graduated from college might believe they need to go back for four years to get a degree in education in order to be licensed—which is not true. After a few years in place, TeachNC added a chat function where candidates can get access to answers 24/7 from real people. There were 3,722 chats last year.
- Access to teachers you can relate to is often the next barrier. TeachNC creates a safe space for conversations with actual teachers by empowering individuals to sign up for an online meeting with real North Carolina teachers. Candidates can choose a “coach” who has a similar background or works in a similar region in the state. These coaches are paid for their time and are trained to provide guidance on preparation and licensure issues. Last year, TeachNC users scheduled 897 calls with TeachNC coaches.
- Candidates were getting stuck at the job application step. TeachNC’s impact has increased significantly thanks to the development of a statewide teacher jobs board. Candidates can now see the types and locations of teaching jobs available across the state in real time. The jobs board has significantly expanded TeachNC’s impact because, like any profession, it is easier to opt in when you can see that there are available jobs in your field or region.
FINANCIAL INVESTMENT
Our advocacy contributed to a $960k annual state investment, plus $1M+ per year in earned media, and additional funding from ESSER that supported aspiring teachers.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Network members can learn from BEST NC’s advocacy strategies and tactics that long-term success requires early alignment with key stakeholders, a strong technical partner, consistent data reporting, and ongoing engagement, even after transition to a state-led initiative, to sustain impact, adapt to challenges, and proactively protect the initiative from emerging threats.
- Create a Clear Plan with the Primary Stakeholders. We secured early, written support from primary stakeholders to ensure continuity during leadership changes.
- Develop a clear short- and long-term plan for funding and administration from the outset.
- Find the Right Technical Partner. We partnered with TEACH.org, a proven technical provider that had a proven track record in this area and with the infrastructure to meet IT needs that quickly demonstrated results.
- Monitor and Report to Stakeholders Regularly. We regularly monitored and reported progress data to stakeholders, building trust and preparing them for a smooth transition to state administration.
- Keep Your Seat at the Table. We have maintained a seat at the table post-transition, ensuring continued influence on strategy, improvement, and sustainability.
- Supported NC DPI in staffing and operational planning during implementation challenges.
- Monitor for Threats and Opportunities. We proactively monitor for threats, including staffing gaps or potential budget cuts, and work collaboratively to address them early. We also identify new partnerships and enhancement opportunities.
RESOURCES
- BEST NC Landing Page for TeachNC: https://www.bestnc.org/teachnc/
- BEST NC Video about TeachNC: https://youtu.be/0yLOhsUt_TU
- TEACH Video on how to use TeachNC: https://youtu.be/Ul2Vk2HXqFk
- Legislative Language: https://www.ncleg.gov/Sessions/2021/Bills/Senate/PDF/S105v8.pdf (pg. 70-71)
- TeachNC Website: https://northcarolina.teach.org/
Parents Amplifying Voices in Education (PAVE)
Network Policy Pillar: Responsive Systems
SUMMARY
This policy helps to support schools, educators, policymakers, and families in implementing school-based mental health and whole child supports across the entire school community. By addressing the mental health needs and overall well-being of both students and educators, the policy aims to improve academic outcomes.
Our work impacts all ~100,000 students across DC’s public and public charter schools. In 2025, in response to our Whole DC Report, PAVE launched an educator wellness pilot, reaching 344 educators across 5 charter schools serving 1,967 students. As a result of our efforts, according to the 50CAN Education Opportunity Survey, DC ranked 2nd across all states for the percentage of families that are very satisfied with how the school supports their emotional and mental health needs.
HISTORY & WHY THIS WIN MATTERS
Students cannot learn, thrive, or reach their full potential without feeling mentally safe and supported. Ensuring that SBMH supports are not only available but also effective is essential to breaking cycles of trauma and creating real educational opportunities. PAVE parents knew this and identified SBMH as a priority long before the pandemic took an enormous toll on our children’s emotional well-being. Parents believe that each and every child deserves a safe, nurturing, and great school with a welcoming learning environment so that they come to school every day eager and excited to learn. Our kids have limitless potential, and by taking a whole child approach and supporting their physical, mental, and emotional well-being, all kids can learn and thrive.
Thanks to the advocacy of PAVE Parent Leaders, in 2018, DC committed to its bold SBMH goal: ensuring every public school had access to mental health supports through a community-based behavioral health provider. But passing legislation and a budget was only the beginning. PAVE has worked alongside families, students, educators, and systems leaders to make this policy real and impactful – and to continue to build upon that first policy and identify and close gaps in the system.
In 2022, we launched Whole DC. Through school-based learning sessions and site visits to see the work in action, we brought together parents, educators, students, and system leaders to hear what was working — and come together to fix what wasn’t.
The resulting Whole DC Community Learning Sessions Report surfaced critical gaps along with the bright spots: uneven services, poor coordination, and families feeling left out. PAVE moved quickly from insight to action—organizing testimony before the DC Council, meeting with DBH leadership, and offering policy recommendations that were incorporated by systems leaders. This advocacy has helped increase transparency and drive meaningful improvements in SBMH program oversight and delivery.
Policies were passed over seven years. In 2018, DC’s budget for SBMH in FY19 increased to $13.7mil; in 2019, FY20 added $3.3mil for SBMH & $4mil for SEL; in 2022, FY23 added $1.9mil in funding for providers; in 2023, FY24 added $325k to establish a peer educator pilot, $24mil to increase Medicaid rates, and a $2.5mil recruitment and retention fund for professionals, and DC received a $9.7mil grant for recruitment from the US Dept of Ed; and in 2024, FY25 added $900k in educator wellness grants.
IMPLEMENTATION & EVOLUTION
After PAVE Parent Leaders successfully advocated for funding and policy to expand school-based mental health (SBMH) supports in DC, they made it clear: passing the policy wasn’t enough. Parent Leaders continued to prioritize SBMH over the past eight years to ensure the millions invested were truly benefiting students, especially those furthest from opportunity and most in need of these services. Recognizing that change requires collaboration, we began to focus on system-wide learning and improvement with the launch of our Whole DC Community Learning Sessions. Leveraging trusted relationships across DC’s education ecosystem, PAVE convened schools, community-based organizations, families, and policymakers to assess how the policy was playing out in real time—and what needed to change.
The Deputy Mayor for Education, Office of the State Superintendent of Education, Department of Behavioral Health, and the State Board of Education responded with concrete shifts in policy and practice, including: new District-wide social-emotional learning standards, increased investments in restorative justice programs, improved hiring pipelines for school-based mental health clinicians, and expanded opportunities for family voice in decision-making.
These sessions also revealed a key gap: educators were struggling with their mental health and burnout, impacting their ability to support students. In response, PAVE partnered with the Office of the State Superintendent (OSSE) and EmpowerU to bring mental wellness programming directly to school staff. These supports are helping educators build resilience, improve classroom climate, and sustain the energy needed to meet students’ needs. As one educator shared, “Building a strong ‘me’ means helping to build a stronger ‘them.’” This evolution—from student supports to a full ecosystem approach—was only possible because we listened, adapted, and responded in real time.
FINANCIAL INVESTMENT
Our advocacy contributed to over $60 million in mental health supports at DC public and public charter schools, including supports for educators, the recruitment and retention of school-based mental health professionals, increased grant funding for clinicians, social emotional learning, and more.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Coalition building, Research and white papers , Constituent Organizing/Mobilizing, Support or training for educators or education leaders, Policy Analysis
Our implementation approach offers three key lessons:
- Policy without convening is incomplete. Systems work best when everyone involved can listen, learn, and collaborate. Our Whole DC Community Learning Sessions brought policymakers, parents, and practitioners together in-person at schools doing the work—some for the first time—to break silos and align strategy. This built trust, clarified confusion, and fostered shared accountability.
- Implementation must evolve with lived experience. The need for educator wellbeing supports emerged when teachers and school leaders shared what they were facing. Listening sessions and on-the-ground visits revealed what no policy memo could. Our Partnership with EmpowerU to pilot an educator support project grew directly from this input—and showed how nimble, targeted implementation can change outcomes.
- Keep the focus on students and families. PAVE Parent Leaders set the priorities, shaped the convenings, and kept all stakeholders grounded in the question: “Is this working for kids?” That family-first approach made sure implementation stayed urgent, relevant, and equity-centered.
By investing in structured feedback loops and public learning spaces, we modeled a process others can adapt: align the vision, walk the ground, and make the adjustments that matter.
RESOURCES
Learn more about the 2025 nominees in Best Implementation.
Best Kept Secret
Best Kept Secret features replicable and innovative policy and advocacy work led by state and local advocates driving meaningful changes for students and families. We asked the Nomination Committee to pick from Honorable Mentions across all categories to identify finalists for Best Kept Secret.
Best Kept Secret Winner
Nashville Propel
Network Policy Pillar: High Expectations
SUMMARY
This policy helps Tennessee families—especially those who are from historically underserved communities—to access clear, honest information about whether their child is reading on grade level on their report card so they can demand timely support, ensure transparency, and push for equitable literacy outcomes.
Our policy and advocacy impacts approximately 700,000 K–8 students in Tennessee public schools by ensuring families receive clear, meaningful, understandable, and timely information about reading proficiency—empowering them to take action and demand stronger literacy outcomes for their children.
WHY THIS WIN MATTERS
Tennessee’s redesigned student report card policy is a game-changing win for families (especially Black and brown families and families in low-income communities) who have been misled by inflated grades and vague progress reports while literacy rates remained dangerously low. After years of sounding the alarm and being ignored, Nashville PROPEL led the fight to pass a statewide bill (Tennessee Senate Bill 1423) requiring every school to indicate whether a K-8 student is reading on grade level on their report card.
This seemingly simple shift is transformative. It reclaims a student’s report card as a tool for truth, not confusion, centering families with honest, actionable data that empowers them to intervene early. Statewide, parents and caregivers can see clearly whether their child is on track, ask the right questions, and demand meaningful support.
This win didn’t come from the top down. It was driven by families and powered by data. We conducted literacy assessments in partnership with Stanford University’s ROAR program, surfacing stark gaps between perception and reality.
Nashville PROPEL organized Nashville’s first parent-led poll on literacy with Embold Research in April 2024, which revealed that families overwhelmingly supported greater transparency. We gathered hundreds of surveys and a petition that moved lawmakers to act in a rare show of bipartisan unity. This law sets a new standard for educational accountability. It removes guesswork, exposes gaps, and helps ensure that no child falls through the cracks because a parent didn’t know there was a problem. Tennessee now leads the nation with a model of what happens when policy is driven by organized parents, real data, and an unshakable demand for equity.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
We built a coalition grounded in one shared belief: every parent deserves to know if their child is reading on grade level—no matter their zip code, race, or school type. Nashville PROPEL united parents across political, racial, and geographic lines through listening sessions, literacy assessments, and door-to-door engagement. We activated a base of more than 8,000 trained parent advocates—Black and Brown parents in Nashville—around a bold demand for transparency.
We partnered with Stanford University’s ROAR (Rapid Online Assessment of Reading) to assess 100 students across grade levels and hosted a public briefing to release the results. This data became the foundation of a powerful shared narrative: what families believe about their child’s reading ability often doesn’t match reality. Two out of three parents surveyed said they received more or different information from the ROAR assessment than what their child’s school had shared.
We built trust with parents across charter and traditional public schools by centering their lived experience—not politics. To amplify their voices, we launched Nashville’s first-ever parent-led literacy poll with Embold Research, a citywide petition, and a media strategy that featured parents, not politicians. We worked with legislators on both sides of the aisle, providing cover for bold policy action while holding them accountable to families.
Our coalition included pastors, elected officials, principals, faith leaders, education reform groups like the Tennessee Charter School Center, literacy researchers, and civic organizations. We made space for fathers and mothers, bilingual households, and families failed by the system. Instead of asking families to support a pre-written bill, we built policy around what they said they needed.
This campaign exposed a hidden literacy crisis—and redefined change by putting organized parents in the driver’s seat.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Never give up on the power of parents. That’s the most important lesson from this campaign. Policy didn’t move because we had the best talking points. It moved because organized parents demanded change and refused to be sidelined. Nashville PROPEL centered the parent voice at every stage and treated families not as stakeholders but as strategists.
We trained parents to understand the system, clarify their demands, and hold their ground. Then we created constant opportunities for them to use that power – at school board meetings, through one-on-one conversations with decision-makers, and by making coordinated phone calls to legislators. Parents showed up consistently, followed up, and kept the pressure on.
We built a disciplined, cross-sector coalition that stayed on message. Our allies – pastors, elected officials, principals, and advocacy groups – helped expand our reach, but we never lost sight of who was leading: the families most impacted by the literacy crisis. We were intentional about not letting policy insiders dilute the urgency of our goal.
We also organized across lines that are often barriers—race, geography, and political affiliation—by staying rooted in what all parents want: the truth about their child’s education and the ability to act on it. That clarity cut through the noise and helped us build unlikely alliances that moved votes.
Behind the scenes, we tracked the legislative process closely and leaned on trusted inside relationships when it mattered most. Parents didn’t just show up once, they followed up again and again, made calls, and built the kind of sustained presence that legislators couldn’t ignore.
This campaign is proof: when parents are equipped, organized, and centered, they don’t just influence policy – they drive it. If you’re building a campaign, put parents in the lead, stay focused, and keep showing up. That’s how you win.
RESOURCES
- Nashville’ Hidden Literacy Crisis – https://drive.google.com/file/d/1WZaJHpbInN4EppzuDwaRhxIgeVpif6gJ/view?usp=sharing
- https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1423&GA=114
- https://www.wsmv.com/2025/04/23/tn-bill-requiring-student-report-cards-include-current-reading-grade-level-passes/
Best Kept Secret Finalists
Opportunity 180
Non-Network partners: Governor Lombardo, State Treasurer, State Infrastructure Bank, Equitable Facilities Fund
Network Policy Pillars: Innovative Options, Responsive Systems
SUMMARY
This policy helps high-quality charter schools serving historically underrepresented populations to find and secure facilities that meet their specific needs so they can more equitably and effectively serve students, families, and the community and lower their monthly spend on a permanent facility.
Our policy and advocacy impacts 7,500 students over a 10-year period.
WHY THIS WIN MATTERS
Nevada charter schools must spend a significant portion of per-pupil funding on facilities, as the state lacks a dedicated facility funding stream for charters. This creates barriers across nearly every determinant of school success, including limiting enrollment growth, financial sustainability, compliance, and student engagement. As a result, some schools seeking to open or expand in Nevada have chosen to go elsewhere or not launch at all. Others have overspent on facilities, diverting resources from instruction and student achievement.
To address this, Opportunity 180 created two innovative pathways for facilities funding: the Nevada Facilities Fund, which provides short- and long-term facility financing at below-market interest rates; and a lease guarantee program that increases access to leasing and financing for high-performing, early-phase charter schools.
The Nevada Facilities Fund is a bipartisan, public-private partnership between Opportunity 180, the Equitable Facilities Fund, the Offices of the Governor and State Treasurer, and the State Infrastructure Bank. It represents a $100 million revolving loan fund that recycles repayments to support Nevada classrooms in perpetuity. Borrowing schools save an average of $150,000 annually. In the past year, the Fund has closed three loans: one enabled a school to purchase its leased building; two others purchased their existing facilities AND space for expansion.
Opportunity 180’s lease guarantee program, funded through a U.S. Department of Education Credit Enhancement Grant, supports new high-performing schools. Its first recipient utilized the program in its first year of operations, and leveraged it to purchase their building.
These programs represent a game-changing opportunity for charter schools looking to open or expand in Nevada, leveling the playing field for innovative schools and expanding the number of students with access to these educational opportunities.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
Both programs represent bipartisan solutions to charter facilities financing. The Nevada Facilities Fund represents one of the largest bipartisan, public-private partnerships in Nevada history, reflecting an investment of $100 million in public and private capital to directly address the lack of adequate facilities funding for high-impact charter schools with a proven track record of student achievement and success. Given the sometimes polarizing nature of charter schools in state policymaking spaces, this partnership represented one of the most significant steps forward in bolstering the charter ecosystem. The investment infuses $100 million into the Nevada Facilities Fund’s revolving loan fund, including $80 million from Equitable Facilities Fund’s national funders and investors, $5 million in privately raised Nevada-based philanthropy, and a $15 million investment from the Nevada State Infrastructure Bank. The Infrastructure Bank funds began as an initial capitalization from Democratic Governor Steve Sisolak in 2021, finalized by Republican Governor Joe Lombardo in late 2023, with funds overseen by Democratic State Treasurer Zach Conine. This represents a bipartisan statement of support for charter schools in the state, sending a powerful message and providing a significant new resource for public education in Nevada.
The Fund, as well as the lease guarantee program as part of our facilities solutions for charter schools, also benefits from a $12 million federal credit enhancement grant from the US Department of Education, leveraging public dollars for increased impact, as with more favorable financing terms, schools can put money directly back into students and classrooms, spurring more efficient use of funds.
All together, these programs represent local, state, and federal funding paired with both national and local philanthropy for a true bipartisan, public-private partnership that can be replicated in other states.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
We sought to remove partisanship from policy conversations, focusing on the first-of-its-kind nature and the smart stewardship of public resources. This policy began under a Democratic Governor, was championed by a Democratic State Treasurer, has received bipartisan support, and was ushered across the finish line by a Republican Governor. We were willing to meet with anyone to discuss the initiative, and did so multiple times to increase understanding, emphasize impact, and cultivate relationships around areas of commonality. Clear messaging that drove toward impact helped steer the initiative from what could have been a partisan minefield into a smart, pragmatic way to approach one of the most pressing challenges in the charter sector for Nevada. This bipartisanship and impact on students and communities was highlighted in the media and touted by all of our partners involved.
The long-term impacts of leveraging this public-private partnership include efficient use and stewardship of public dollars, and leveraging a strong public-private partnership, to the benefits of students and schools that will more effectively use public dollars in classrooms, rather than on the classrooms. We were able to leverage a $15 million state investment, backed with $7.5 million in federal credit enhancement funds, matched with $85 million in philanthropy for a dedicated Facilities Fund that, with other credit enhancement funds going to lease guarantees.
Lastly, in every update, we brought it back to student impact and focusing on who would be most impacted if the program activated – students, families, and entire communities. The first three loans have shown the power of the program to a diverse, historically underserved student population, and how it continues to save money, leverage public-private partnerships, and stamp bold, creative, and innovative strategies to challenges.
RESOURCES
- Nevada Infrastructure Bank Update 2025 – https://docs.google.com/presentation/d/1ltjofgymoH5nbo5pij_zcB_nh3Ph8KC4/edit?slide=id.gc536324bda_1_418#slide=id.gc536324bda_1_418
- Eastside school gets first $12 million of State Fund Created to Help Charters – https://lasvegassun.com/news/2024/sep/09/east-side-school-gets-first-12-million-of-state-fu/
- The Gift of Keys: Mariposa Language & Learning Academy Expansion – https://www.kolotv.com/2024/12/02/gift-keys-mariposa-language-learning-academy-expansion/
Nashville Propel
Network Policy Pillar: High Expectations
SUMMARY
This policy helps Tennessee families—especially those who are from historically underserved communities—to access clear, honest information about whether their child is reading on grade level on their report card so they can demand timely support, ensure transparency, and push for equitable literacy outcomes.
Our policy and advocacy impacts approximately 700,000 K–8 students in Tennessee public schools by ensuring families receive clear, meaningful, understandable, and timely information about reading proficiency—empowering them to take action and demand stronger literacy outcomes for their children.
WHY THIS WIN MATTERS
Tennessee’s redesigned student report card policy is a game-changing win for families (especially Black and brown families and families in low-income communities) who have been misled by inflated grades and vague progress reports while literacy rates remained dangerously low. After years of sounding the alarm and being ignored, Nashville PROPEL led the fight to pass a statewide bill (Tennessee Senate Bill 1423) requiring every school to indicate whether a K-8 student is reading on grade level on their report card.
This seemingly simple shift is transformative. It reclaims a student’s report card as a tool for truth, not confusion, centering families with honest, actionable data that empowers them to intervene early. Statewide, parents and caregivers can see clearly whether their child is on track, ask the right questions, and demand meaningful support.
This win didn’t come from the top down. It was driven by families and powered by data. We conducted literacy assessments in partnership with Stanford University’s ROAR program, surfacing stark gaps between perception and reality.
Nashville PROPEL organized Nashville’s first parent-led poll on literacy with Embold Research in April 2024, which revealed that families overwhelmingly supported greater transparency. We gathered hundreds of surveys and a petition that moved lawmakers to act in a rare show of bipartisan unity. This law sets a new standard for educational accountability. It removes guesswork, exposes gaps, and helps ensure that no child falls through the cracks because a parent didn’t know there was a problem. Tennessee now leads the nation with a model of what happens when policy is driven by organized parents, real data, and an unshakable demand for equity.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
We built a coalition grounded in one shared belief: every parent deserves to know if their child is reading on grade level—no matter their zip code, race, or school type. Nashville PROPEL united parents across political, racial, and geographic lines through listening sessions, literacy assessments, and door-to-door engagement. We activated a base of more than 8,000 trained parent advocates—Black and Brown parents in Nashville—around a bold demand for transparency.
We partnered with Stanford University’s ROAR (Rapid Online Assessment of Reading) to assess 100 students across grade levels and hosted a public briefing to release the results. This data became the foundation of a powerful shared narrative: what families believe about their child’s reading ability often doesn’t match reality. Two out of three parents surveyed said they received more or different information from the ROAR assessment than what their child’s school had shared.
We built trust with parents across charter and traditional public schools by centering their lived experience—not politics. To amplify their voices, we launched Nashville’s first-ever parent-led literacy poll with Embold Research, a citywide petition, and a media strategy that featured parents, not politicians. We worked with legislators on both sides of the aisle, providing cover for bold policy action while holding them accountable to families.
Our coalition included pastors, elected officials, principals, faith leaders, education reform groups like the Tennessee Charter School Center, literacy researchers, and civic organizations. We made space for fathers and mothers, bilingual households, and families failed by the system. Instead of asking families to support a pre-written bill, we built policy around what they said they needed.
This campaign exposed a hidden literacy crisis—and redefined change by putting organized parents in the driver’s seat.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
Never give up on the power of parents. That’s the most important lesson from this campaign. Policy didn’t move because we had the best talking points. It moved because organized parents demanded change and refused to be sidelined. Nashville PROPEL centered the parent voice at every stage and treated families not as stakeholders but as strategists.
We trained parents to understand the system, clarify their demands, and hold their ground. Then we created constant opportunities for them to use that power – at school board meetings, through one-on-one conversations with decision-makers, and by making coordinated phone calls to legislators. Parents showed up consistently, followed up, and kept the pressure on.
We built a disciplined, cross-sector coalition that stayed on message. Our allies – pastors, elected officials, principals, and advocacy groups – helped expand our reach, but we never lost sight of who was leading: the families most impacted by the literacy crisis. We were intentional about not letting policy insiders dilute the urgency of our goal.
We also organized across lines that are often barriers—race, geography, and political affiliation—by staying rooted in what all parents want: the truth about their child’s education and the ability to act on it. That clarity cut through the noise and helped us build unlikely alliances that moved votes.
Behind the scenes, we tracked the legislative process closely and leaned on trusted inside relationships when it mattered most. Parents didn’t just show up once, they followed up again and again, made calls, and built the kind of sustained presence that legislators couldn’t ignore.
This campaign is proof: when parents are equipped, organized, and centered, they don’t just influence policy – they drive it. If you’re building a campaign, put parents in the lead, stay focused, and keep showing up. That’s how you win.
RESOURCES
- Nashville’ Hidden Literacy Crisis – https://drive.google.com/file/d/1WZaJHpbInN4EppzuDwaRhxIgeVpif6gJ/view?usp=sharing
- https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1423&GA=114
- https://www.wsmv.com/2025/04/23/tn-bill-requiring-student-report-cards-include-current-reading-grade-level-passes/
BEST NC
Network Policy Pillars: Great Educators, Responsive Systems
SUMMARY
This policy reimagined the principal talent pipeline, which is essential for improving teacher recruitment, retention, and quality.
- Recruits, vets, and prepares the highest-caliber school leadership through a highly competitive process. The competitive process was defended in Fall 2024.
- Only the top 8 of 23 MSA-granting programs are qualified to train candidates
- Includes a full year, paid residency that ensures hands-on, job-embedded leadership training
- No cost to the candidate (fully funded by the state) to remove financial barriers for our most talented future leaders
- First year graduates are hired at a rate of 93%, compared to 33% for all other MSA programs in the state.
- The program’s innovative design, implementation, and advocacy strategies and tactics resulted in a replicable model.
The NC Principal Fellows Program and BEST NC’s advocacy impact and estimated 400,000+ students each year by placing more than 700 competitively vetted and well-prepared administrators in schools across the state.
HISTORY & WHY THIS WIN MATTERS
We successfully defended the integrity of the 2015 Principal Fellow Program by preserving its competitive grant structure. Proposals to expand the number of institutions or earmark funds would dilute program quality, undermining both the integrity of the Program and the effectiveness of school leadership across the state.
This win matters because it protects a policy that ensures only the most selective, high-quality institutions prepare NC’s future principals, resulting in stronger school leadership that directly improve teacher effectiveness, student achievement, and outcomes for an estimated 400,000 students statewide.
- The Institutions Selected to Prepare NC Principal Fellows are the Best of the Best.
- The NC Principal Fellows Program is intentionally competitive: only the top 8 of 23 MSA programs qualify to participate
- The selective structure of the grant award process ensures only the top institutions are preparing principal candidates
- The competition also raises the overall quality of MSA programs by incentivizing them to improve in order to receive or retain these grants
- The Program flips the traditional incentive model by rewarding rigor, effectiveness, and impact, not just enrollment numbers
- Institutions that Compete Based on Outcomes are Incentivized to Only Select the Best Candidates.
- Participating institutions become highly selective with candidates knowing that the 6-year grant renewal cycle depends on the outcomes of their graduates
- In contrast, most MSA programs outside the Principal Fellows Program network accept 70%-100% of applicants with less emphasis on candidate quality.
WORKING ACROSS LINES OF DIFFERENCE & COALITIONS
BEST NC worked across lines of difference by partnering with experts and policymakers to establish a ‘Development Grant’ for the runner-up institution that falls just short of receiving the grant. The Development Grant preserved the Program’s competitive integrity while expanding opportunity and successfully prevented expansion or dilution that would weaken the NC Principal Fellows Program.
Convene Stakeholders, Including Adversaries When Possible:
- BEST NC collaborated with a diverse group of experts to publish a policy brief focused on protecting the NC Principal Fellows Program’s competitive integrity.
- By understanding the pain points of the opposition and better articulating which were valid and which were inconsistent with program quality, we were able to lay out a more coherent diagnosis and solution.
Find Win-Win Solutions:
- A key recommendation in the published NCPFP Brief was the creation of a “Development Grant” awarded to the runner-up institution each grant cycle.
- The Development Grant offers up to $250,000 per year for six years, helping strengthen near-miss programs without lowering selection standards.
- This solution balances quality and equity by expanding support to more institutions, while maintaining the high bar for full program participation.
Seek a Third-Party Endorsement:
- The NC Principal Fellows Commission formally approved the NCPFP Brief recommendation and submitted it for legislative action.
- The Commission includes MSA Program deans, so it demonstrated the universal acceptance of the recommendation.
Success!
- Since identifying and publishing this collaborative, bipartisan solution, and by securing an endorsement by the governing body, no legislation has been introduced to dilute the program by expanding it to less-qualified or earmarked institutions.
ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN
PIE Network members can learn that controlling the narrative was the key to our success in defending and, in fact, strengthening this policy.
- Shape the narrative thorough a research-based brief
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- Documenting a program’s history, purpose, benefits, and future path helps prevent misinterpretation as the policy ages Emphasize the shared goals of the program such as, in this case, school leadership quality and student outcomes.
- Convene diverse voices early, documenting where consensus can be found, but not requiring an endorsement so the opposition cannot claim they were unaware of these recommendations.
- Establish specific, actionable policy recommendations tied to an advocacy strategy. Look for opportunities that not only defend but also strengthen the program. In this case, we realized that providing a development grant would thwart opposition while it also helped sustain competition amongst the programs that are competitive for the lower-ranked spots, e.g., there might be 10 institutions that are competitive for spots 5-8 and we want an added incentive to keep them competing cycle after cycle.
- Build a coalition around the recommendations.
- Establish the brief and its recommendations as the most credible, viable option.
- Work with the appropriate channels to build support. In this case, we worked with the Principal Fellows Commission to formally endorse this approach and recommend it to the legislature.
RESOURCES
- NC Principal Fellows Program Brief: https://bestnc.org/wp-content/uploads/2024/11/New-North-Carolina-Principal-Fellows-Program-Brief-Digital-Copy.pdf
- NC Principal Fellows Program Landing Page: North Carolina Principal Fellows Program – BEST NC: https://bestnc.org/principalfellows/
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
Innovate Public Schools
Network Policy Pillar: Responsive Systems
SUMMARY
This policy helps parents who are English learners and have a child with an IEP to access timely, high-quality translation and interpretation services so they can understand their child’s education plan, participate meaningfully in IEP meetings, and advocate for the services their children need to thrive.
Our policy and advocacy impacts over 4,000 English Learner students in San Francisco Unified School District (SFUSD) who have Individualized Education Programs (IEPs), and has the potential to reach thousands more across California and Massachusetts through the AiEP tool. By addressing language access and comprehension barriers, this work empowers families to advocate for the educational rights of students with disabilities, ensuring more equitable support and outcomes.
WHY THIS WIN MATTERS
Innovate parent leaders sparked a movement for language access in special education, beginning with grassroots organizing in San Francisco and culminating in the passage of both local and state policy. This win addresses a long-standing systemic barrier: thousands of families were unable to fully participate in their children’s IEP process due to delays or lack of translation and interpretation services.
After two years of persistent advocacy, parents successfully pushed for SFUSD Policy 5023, passed in 2022, requiring timely, high-quality language access for English Learner families navigating special education. This local momentum helped lay the groundwork for statewide legislation. In 2023, Innovate partnered with Senator Portantino to pass Senate Bill 445, signed into law in 2024, which requires the California Department of Education to translate the state’s new IEP template into the 10 most commonly spoken languages. This policy now benefits more than 837,000 students with IEPs across California and holds potential to inspire national change.
However, policy alone isn’t enough—implementation is essential. That’s why we also launched the AiEP tool: a free, AI-powered platform built in partnership with Northeastern University and co-designed with over 1,000 parents. The tool translates, simplifies, and summarizes complex IEPs, while offering personalized checklists and voice/text interaction. Currently piloting in SFUSD, AiEP is helping parents finally understand their child’s IEP and walk into school meetings prepared to advocate for their needs.
This win is about more than translation. It’s about equity, dignity, and ensuring no family is left behind.
WORKING ACROSS LINES OF DIFFERENCE AND COALITIONS
In 2021, Innovate Parent Leaders worked in coalition to introduce an equity resolution to SFUSD to require live interpretation services and adequately translated documents within 30 days of IEP meetings. SFUSD had no set, required timeline for translation services, and some families waited up to six months for translations of their child’s IEP. As a result of parents’ listening campaigns, research meetings, and advocacy with district officials, the resolution was unanimously passed in 2022, significantly enhancing the accessibility of full participation in the IEP process for 12,000 SFUSD families whose first language is one other than English, including Arabic, Chinese, Filipino, Samoan, Spanish and Vietnamese.
Subsequently, our bilingual (English/Spanish), multiracial statewide parent leader group co-wrote Senate Bill 445, which required LEAs to provide parents/guardians with a translated copy of an IEP including revisions within 30 days of the IEP meeting, if requested, or within 30 days of a later request, if the translation requested is in one of the district’s top eight non-English languages. Although the bill was signed into law in 2024, ultimately its focus shifted to require the CA Department of Education to translate the statewide IEP template developed by the CA Collaborative for Educational Excellence into the top 10 languages spoken statewide and make those translated templates available to all LEAs. This bill is a critical first step in ensuring that families can access timely, quality translation of IEPs and accompanying materials so they can meaningfully engage in their child’s education.
In tandem, Innovate partnered with Northeastern University and Learning Tapestry to co-design a generative AI tool (AiEP), centering parent leaders from SFUSD in its participatory design. Together, these efforts reflect deep cross-sector collaboration and a shared commitment to dismantling systemic barriers in special education through both policy and innovation
ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN
The AiEP tool and our policy win illustrate Innovate’s integrated model in action, one that Network members can replicate when tackling systemic challenges identified by families. This work began with a group of Spanish-speaking parents in San Francisco’s Mission District who raised the alarm about inaccessible IEPs and inadequate translation timelines. Innovate responded by bringing together those most affected—parents of English Learners with IEPs—alongside educators, researchers, and policymakers to co-create solutions responsive to real-life barriers.
Network members can learn from our approach of fusing grassroots organizing with rigorous research, policy expertise, and user-centered design. Our work is grounded in the lived experience of families, the practical knowledge of educators, and the discipline of systems-change advocacy. This campaign reflects what’s possible when families are not only at the table, but shaping the agenda.
We train and support Parent Leader Teams—locally led groups that build power and hold public institutions accountable. Our organizing model is built around four core practices: one-on-one relationship building, research meetings, community action, and structured reflection. These practices enabled parents to craft a local resolution (SFUSD Policy 5023), co-author statewide legislation (SB 445), and co-design the AiEP tool with university partners.
We also empowered parents with data and legislative knowledge to speak directly with school board members and lawmakers. The result was policy change and an implementation tool—rooted in community priorities, scalable across districts, and designed to sustain long-term impact. This work demonstrates that when families lead and are trusted as co-creators, the outcomes are more equitable, sustainable, and transformative.
RESOURCES
- SFUSD Policy 5023 Summary: https://www.innovateschools.org/news/policy-5023-language-access
- AiEP Project Blog: https://www.innovateschools.org/news/aiep-designing-ai-with-communities
- Senate Bill 445 (2023): https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB445
- Learning Differences Impact Sheet
Please note: AiEP prototype and internal training materials are available upon request for Network members only.
Learn more about the 2025 nominees in Best Kept Secret.
Most Actionable Tools & Research
We are honored to dedicate the 2025 Most Actionable Tools & Research Award to Peter Tang. Peter led SCORE’s strategic research in Tennessee for more than 10 years. Peter was a humble, solutions-oriented, and student-centered leader. His curiosity, dedication to research that drives action, and generosity of spirit will impact leaders across PIE Network and their work to serve students for years to come. Read more about Peter’s life and legacy.
Most Actionable Tools & Research spotlights resources or tools that shed new light on pressing and widespread problems or solutions and that state and local advocates across the Network leveraged to make a compelling case for policy change and achieve breakthroughs.
Peter Tang Most Actionable Tools & Research Winner
ExcelinEd, Jobs for the Future, New America, State Collaborative on Reforming Education (SCORE)
Network Policy Pillar: Responsive Systems
Link: Tennessee Industry Credential Alignment Analysis
SUMMARY
This research helps state K-12 and postsecondary education leaders, policymakers, and workforce partners to understand the alignment between credentials earned by students and real-world labor market demand so they can strengthen the promoted and offered credentials for the benefit of students and employers.
WHY THIS RESEARCH MATTERS
This work matters because by 2031 63 percent of all jobs in Tennessee will require some postsecondary training beyond high school. Credentials are an important postsecondary training option, but far too many students are earning industry-recognized credentials that lead to low-wage, dead-end occupations or do not align with employer needs.
ExcelinEd’s Tennessee Industry Credential Analysis addresses this disconnect head-on by identifying which credentials have real labor market value and providing a roadmap to improve credential quality, governance, and alignment.
By working with Lightcast, a global leader in labor market analytics, and analyzing statewide data, the research uncovered actionable insights on how to ensure students are earning credentials that lead to living wages and career mobility. It also spotlights how Tennessee can streamline cross-agency governance, increase employer signaling, and align state investments with what works.
Ultimately, this research elevates a central truth: ensuring credential value is critical for equity, economic mobility, and building a workforce that meets the demands of a fast-changing economy.
THREE ACTIONABLE TAKEAWAYS
- Postsecondary Institutions (Tennessee Board of Regents) should collect student-level data on postsecondary and industry credentials. In order to conduct the analysis, ExcelinEd had to reach out to the 37 community colleges and Tennessee Colleges of Applied Technology (TCATs) to gather the data as it is not collected at the state level. The collection of the data is an essential first step to be able to leverage in decision making, and the state should fill this role
- In the short-term, Tennessee can assess which K-12 and postsecondary credentials are currently being promoted and consider mechanisms to support – especially at the regional level – the access and attainment of undersupplied credentials with higher wages. Increased access and attainment of these credentials would put students on pathways to in-demand jobs.
- Tennessee can strengthen their credential infrastructure through a tiered list of industry credentials. Stakeholder groups could develop an ongoing process to identify and evaluate credentials. This would include a standard for the high-wage, high-demand, and high-skill (H3) thresholds that show value across sectors with employers. This could streamline information for stakeholders across K-12 and postsecondary. Tennessee can now analyze student outcomes and use this data in future reviews.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
This work was informed by ongoing collaboration with fellow PIE Network members TNSCORE, JFF, and New America, among others.
TNSCORE in parallel has developed the credential impact framework which addresses the same concerns but for postsecondary certificates and degrees, whereas ExcelinEd’s work hones in on industry-recognized credentials. Additionally, prior to beginning the research, conversations with JFF and New America (and other partners in the Launch Pathways Initiative) helped shape the foundation of how ExcelinEd thinks about and supports states with their credentials work. As a part of that relationship, ExcelinEd ran the industry-credentials academy for the first Launch states.
UNDERSTANDING REACH AND IMPACT
- Policymaker Reach: Shared directly with state agency leaders through briefings, meetings and presentations. ExcelinEd presented to Tennessee Higher Education Commission & Student Assistance (THEC), Tennessee Board of Regents (TBR), TNSCORE, Tennesseans for Students Success, TennesseeCAN, Tennessee Department of Education, Governor’s office and Tennessee State Board.
- Downloads and Engagement: The report has been downloaded over 190 times from ExcelinEd’s website.
- Technical Assistance Requests: ExcelinEd has received requests from a number of states to support similar credential alignment analyses in the future.
Peter Tang Most Actionable Tools & Research Finalists
BEST NC
Network Policy Pillar: Great Educators, Responsive Systems
SUMMARY
The Teacher Apprenticeship in NC brief helps inform state policymakers by outlining the challenges and opportunities of using teacher apprenticeships to strengthen the educator pipeline. Drawing on national expertise and early local models, the brief offers a clear call to action to leverage apprenticeships to better prepare the 43% of new teachers entering through alternative licensure. Shortly after its release, both the NC Senate and House filed identical legislation to establish the program.
WHY THIS RESEARCH MATTERS
This work is critical because it directly addresses the rising number of underprepared teachers, now 43% of North Carolina’s new hires, by creating a structured apprenticeship pathway that improves classroom readiness before candidates become teachers of record. By focusing on this group, the policy recommended in the Teacher Apprenticeship in NC (TANC) brief reduces attrition, limits student exposure to ineffective instruction, and supports stronger outcomes, particularly in high-need schools.
The TANC brief outlines three apprenticeship pathways: Grow Your Own (e.g., TA to Teacher), paid year-long Student Teaching for traditional EPP candidates, and a new apprenticeship for Alternative Licensure candidates. ‘
Alternative Licensure candidates, college graduates without formal teacher prep, made up 43% of new hires in NC in 2023-24, representing over 4,000 classrooms annually. This group has higher attrition rates and is linked to lower student outcomes, especially in high-need schools. The brief identifies this pathway as the greatest opportunity to improve outcomes by targeting those most likely to enter classrooms underprepared.
Redirection into a full-year, paid apprenticeship allows candidates to build essential classroom skills before becoming the teacher of record. Candidates train in a mentor teacher’s classroom with strict limits on solo instruction time, improving instructional quality from the start. Apprentices are embedded in Advanced Teaching Roles teams, giving them access to expert support and peer collaboration. Some participants may opt out after the experience, which helps prevent placing unprepared teachers in front of students.
NC aims to create 5,000+ apprenticeships by 2035, prioritizing this group to reduce ineffective instruction at scale. Following the release of the TANC brief, both the NC House and Senate included language aligned to the brief’s recommendations in legislation.
THREE ACTIONABLE TAKEAWAYS
- Prioritize Alternative Licensure Candidates for Apprenticeships: While most apprenticeship efforts nationally focus on teacher assistants or other non-traditional candidates, this brief identifies alternative license teachers as the greatest opportunity for impact. Last year, 43% of North Carolina’s new teachers entered on an alternative license without required educator preparation or experience, placing thousands of students into classrooms with an unprepared teacher.
- Address the Vicious Cycle of Underprepared Teaching: Alternative license teachers create a vicious cycle for the teacher pipeline. These candidates have higher turnover rates, lower student outcomes, and 47% do not continue to the next licensure level. Their rapid exit from the profession creates a multiplying demand for new hires. This cycle affects more than 4,000 classrooms annually, underscoring the urgent need for targeted intervention.
- Leverage Advanced Teaching Roles (ATR) to Break the Cycle: The brief proposes using ATR strategies (also known as strategic staffing) to support apprentices and protect student learning. Every apprentice serves on an ATR team, receiving support from both a mentor and a lead teacher. Further, funded by the vacated teaching position, students who would otherwise be assigned to unprepared teachers are instead distributed among experienced educators who are paid to take on a higher student load.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
The Teacher Apprenticeship in North Carolina (TANC) brief was the result of years of collaborative work with leaders across the education ecosystem. It emerged directly from the NC STRIDE convenings held from 2020 to 2023, which brought together hundreds of educators, researchers, and policymakers to consider the key barriers to teacher recruitment. The resulting report NC STRIDE: An Action Plan for Teacher Recruitment in North Carolina included 150 identified action items, from which teacher apprenticeship was determined to be a top-5 priority for teacher recruitment.
NC STRIDE members included individuals from Southern Regional Education Board (SREB), Edunomics Lab, EdTrust, PIE Network, Branch Alliance, myFutureNC, Teach for America, Bellwether, the Hunt Institute, and the Public School Forum of NC. It also included representatives from the Governor’s office, House and Senate staff, and both our state agency and NC State Board of Education. Teachers, principals, district administrators, and EPP professors were also involved.
The TANC brief was prepared with input and citations from the North Carolina Department of Public Instruction, ApprenticeshipNC, myFutureNC, RTI International, Reach University, National Council on Teacher Quality, policymakers, and others. It was launched at our 2025 Education Innovation Lab in February 2025.
Within days of the TANC brief release, legislative leaders pledged support for this teacher apprenticeship model and within a few months both included identical legislation in their proposed budgets that precisely mirrored the recommendations.
UNDERSTANDING REACH AND IMPACT
This research achieved measurable impacts by shaping nearly identical legislation in both chambers of the North Carolina General Assembly, directly reflecting the TANC brief’s recommendations. It also helped shift the focus of two major apprenticeship groups toward apprenticeship for alternative licensure candidates.
Both chambers of the NC legislature filed identical legislation to establish teacher apprenticeship for alternative licensure candidates. The legislation aligns almost exactly with the TANC brief’s recommendations, including pilots, support structures, and research components.
It introduces a mechanism for districts to trade vacant teaching positions to fund teachers who take on more students—supporting apprentices while addressing staffing gaps. The policy aims to break the high-turnover cycle caused by placing thousands of unprepared teachers in classrooms each year. As of nomination, the final state budget is pending, but momentum suggests the initiative will move forward regardless of the funding vehicle.
The TANC brief has influenced external partners, with both ApprenticeshipNC and The Innovation Project shifting their priorities to focus on the alternative licensure pipeline. This shift represents a broader system-level impact, moving the field toward a higher-leverage and more scalable apprenticeship strategy.
RESOURCES
ExcelinEd, Jobs for the Future, New America, State Collaborative on Reforming Education (SCORE)
Network Policy Pillar: Responsive Systems
Link: Tennessee Industry Credential Alignment Analysis
SUMMARY
This research helps state K-12 and postsecondary education leaders, policymakers, and workforce partners to understand the alignment between credentials earned by students and real-world labor market demand so they can strengthen the promoted and offered credentials for the benefit of students and employers.
WHY THIS RESEARCH MATTERS
This work matters because by 2031 63 percent of all jobs in Tennessee will require some postsecondary training beyond high school. Credentials are an important postsecondary training option, but far too many students are earning industry-recognized credentials that lead to low-wage, dead-end occupations or do not align with employer needs.
ExcelinEd’s Tennessee Industry Credential Analysis addresses this disconnect head-on by identifying which credentials have real labor market value and providing a roadmap to improve credential quality, governance, and alignment.
By working with Lightcast, a global leader in labor market analytics, and analyzing statewide data, the research uncovered actionable insights on how to ensure students are earning credentials that lead to living wages and career mobility. It also spotlights how Tennessee can streamline cross-agency governance, increase employer signaling, and align state investments with what works.
Ultimately, this research elevates a central truth: ensuring credential value is critical for equity, economic mobility, and building a workforce that meets the demands of a fast-changing economy.
THREE ACTIONABLE TAKEAWAYS
- Postsecondary Institutions (Tennessee Board of Regents) should collect student-level data on postsecondary and industry credentials. In order to conduct the analysis, ExcelinEd had to reach out to the 37 community colleges and Tennessee Colleges of Applied Technology (TCATs) to gather the data as it is not collected at the state level. The collection of the data is an essential first step to be able to leverage in decision making, and the state should fill this role
- In the short-term, Tennessee can assess which K-12 and postsecondary credentials are currently being promoted and consider mechanisms to support – especially at the regional level – the access and attainment of undersupplied credentials with higher wages. Increased access and attainment of these credentials would put students on pathways to in-demand jobs.
- Tennessee can strengthen their credential infrastructure through a tiered list of industry credentials. Stakeholder groups could develop an ongoing process to identify and evaluate credentials. This would include a standard for the high-wage, high-demand, and high-skill (H3) thresholds that show value across sectors with employers. This could streamline information for stakeholders across K-12 and postsecondary. Tennessee can now analyze student outcomes and use this data in future reviews.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
This work was informed by ongoing collaboration with fellow PIE Network members TNSCORE, JFF, and New America, among others.
TNSCORE in parallel has developed the credential impact framework which addresses the same concerns but for postsecondary certificates and degrees, whereas ExcelinEd’s work hones in on industry-recognized credentials. Additionally, prior to beginning the research, conversations with JFF and New America (and other partners in the Launch Pathways Initiative) helped shape the foundation of how ExcelinEd thinks about and supports states with their credentials work. As a part of that relationship, ExcelinEd ran the industry-credentials academy for the first Launch states.
UNDERSTANDING REACH AND IMPACT
- Policymaker Reach: Shared directly with state agency leaders through briefings, meetings and presentations. ExcelinEd presented to Tennessee Higher Education Commission & Student Assistance (THEC), Tennessee Board of Regents (TBR), TNSCORE, Tennesseans for Students Success, TennesseeCAN, Tennessee Department of Education, Governor’s office and Tennessee State Board.
- Downloads and Engagement: The report has been downloaded over 190 times from ExcelinEd’s website.
- Technical Assistance Requests: ExcelinEd has received requests from a number of states to support similar credential alignment analyses in the future.
EdTrust
Network Policy Pillar: High Expectations
Link: Automatic Enrollment Policies for Advanced Coursework
SUMMARY
This tool helps state advocates work with legislators to push for more equitable access to advanced coursework through automatic enrollment policies—a cost-effective way to promote equitable access to advanced coursework that has received bipartisan support. The tool provides specific policy recommendations, frequently asked questions, and a variety of state examples on automatic enrollment policies that give advocates important resources.
WHY THIS RESEARCH MATTERS
Too many students, particularly Black and Latino students and those from low-income backgrounds, are shut out of advanced courses, even when they’ve shown they are ready for rigorous coursework. The 2020-21 Civil Rights Data Collection showed that although Latino students make up 27% of all high school students, they are only 21% of all dual-credit students, and 25% of all Advanced Placement students. The situation is even more dire for Black students, who make up 15% of all high school students, but only 9% of dual-credit students, and 9.5% of students in AP.
Previous EdTrust research has shown that high-achieving, under-represented students (Black and Latino students and those from low-income backgrounds) who took advanced math classes had higher four-year graduation rates and GPAs, as well as higher postsecondary matriculation and persistence than their high-achieving, under-represented peers who didn’t have access to advanced classes.
Automatic enrollment, as showcased in EdTrust’s tool, is a proven, cost-effective way to expand access for students who are ready for advanced classes but are shut out by barriers or biases. The percentage of students taking advanced courses in one school district in Washington jumped from 35% to 61% in the year after adopting an automatic enrollment policy, and course passage rates remained above the district average.
EdTrust’s research, and collaboration with the Prichard Committee for Academic Excellence, led directly to the unanimous passage of House Bill 190 in Kentucky requiring all districts to develop a plan to expand access to advanced coursework or accelerated coursework in English, math, social studies, and science. The plans can include automatic enrollment of students who score at the “distinguished” level on state assessments into advanced classes. Pritchard plans to continue advocacy for automatic enrollment specifically in the next legislative session, with EdTrust’s ongoing support.
THREE ACTIONABLE TAKEAWAYS
- Automatic enrollment is a low-cost, effective way to expand access to advanced coursework that has bipartisan backing. It provides access to advanced classes for students who have shown they’re ready for rigorous coursework, but who were shut out or overlooked by bias or other barriers. EdTrust’s toolkit provides examples in states as politically diverse as Washington, Texas, and North Carolina.
- Robust data collection is important. The data on successful policies clearly uncovers existing and continuing inequities to drive additional supports for students. For example, in North Carolina, 2022-23 data found that statewide, 8% of students in grades 6 and above who scored at the highest level on their prior year’s exam were not placed in an advanced math course, so districts should investigate if there are hidden barriers that are keeping students out.
- Success at the local level can drive expansion within states, and success in one state can spur others. EdTrust’s tool shows how the success of an automatic enrollment program in the Federated Way School District spurred Washington State’s program, and how success in Dallas paved the way for an automatic enrollment law in Texas. Similarly, the Prichard Committee pointed to North Carolina to assuage Kentucky lawmakers’ concerns about costs.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
PIE Network member Prichard Committee for Academic Excellence worked hand-in-glove with EdTrust in their effort to pass advanced coursework legislation in Kentucky, including citing this research numerous times, and will continue to do so. EdTrust worked with ExcelInEd and the Collaborative for Student Success to further this advocacy.
In Minnesota, PIE Network member EdAllies cited EdTrust research in their advocacy for a bill that would create an automatic enrollment pilot program. Although the bill was not passed into law, EdAllies was able to pass an amendment to other legislation that allows automatic enrollment policies to be considered as one priority for an existing grant program to increase participation of underrepresented students in rigorous coursework.
In previous years, EdTrust also worked with Stand for Children Washington to release research on automatic enrollment policies in that state. Advocates used that research to push for legislation — which cites the paper—to expand career and technical education dual credit classes.
UNDERSTANDING REACH AND IMPACT
In addition to EdTrust’s work in Kentucky, leading directly to unanimous passage of legislation expanding access to advanced coursework, the work was cited by advocates in Minnesota in their advocacy for legislation that would create universal enrollment pilot programs in up to six districts or charter schools. EdTrust staff also testified on behalf of the bill in the Minnesota senate.
EdTrust is a frequently sought-after voice by media reporting on access to advanced coursework; in the past year, EdTrust experts spoke on the issue in trade press three times and in two state media outlets.
The EdTrust page housing our toolkit on automatic enrollment received 1,673 pageviews from 920 unique users as of June 27.
DC Policy Center
Network Policy Pillar: High Expectations
Links:
- State of DC Schools
- State of DC Schools Preview
- Washington Post: While D.C. braces for cuts, Bowser proposes another boost for schools
SUMMARY
This research and report helps educators, policymakers, Local Education Agency (LEA) and school leaders, advocates, and families to understand how the public education system is serving students and where we need to grow so we can target investments, policies, and supports to accelerate outcomes and reduce inequities for our kids.
WHY THIS RESEARCH MATTERS
The State of DC Schools report provides an annual, systemwide snapshot of what’s working and where there are gaps in DC’s public education system. This work matters because it translates complex data into clear, actionable insights for decision-makers, school leaders, advocates, and families.
Our research begins with listening. Every year, we convene focus groups with parents, students, and educators—many through partners with connections to families like PAVE—to surface the most urgent questions our research must answer. We then rigorously analyze publicly available data, collaborate with partners like EmpowerK12 to deepen our analytics, and produce findings that are timely, relevant, and accessible. This wouldn’t be possible with the funding and support of Education Forward DC.
The report’s power lies in its accessibility and actionability. It breaks down critical trends in attendance, achievement, growth, enrollment, and investments. It shows where progress is happening and where inequities persist. Because of this, it is widely used across agencies, schools, LEAs, and advocacy coalitions to drive targeted interventions and both short- and long-term strategy.
In 2025, the report’s findings about school year 2023-24 spurred citywide attention to chronic absenteeism, contributed to renewed investments in high-impact tutoring, and helped stakeholders assess the impact of recovery-era programs. Systems leaders routinely reference the report to inform Council testimony, budget hearings, and strategic plans. It has become a trusted flashlight for policy design and school improvement.
By offering a shared fact base that’s rooted in community priorities and relevant policies, the State of DC Schools report is helping DC take smarter steps toward opportunity and excellence for every student.
THREE ACTIONABLE TAKEAWAYS
- Anticipating and Planning for Enrollment Shifts: The report provided the city’s most accessible and comprehensive overview of enrollment trends—by grade band, ward, and sector. These insights are being used by LEAs, city agencies, and community-based organizations to plan future investments, facility needs, and workforce pipelines.
- Modest Academic Gains Highlight Urgency for College & Career Focus: While the report noted some recovery in academic outcomes, it also showed that progress has been modest and uneven. The findings emphasized that now is the time to go beyond recovery and invest in pathways that ensure all students are on track for postsecondary success—prompting renewed attention to high school outcomes and college and career readiness strategies.
- Redefining the Role of Schools in Addressing Absenteeism: The report deepened citywide understanding of the chronic absenteeism crisis—not just as a student issue, but as a systems challenge. By examining attendance data alongside student support resources, the report helped spark conversations about how schools can evolve to better meet students’ non-academic needs, improve engagement, and foster belonging—contributing to reactivation of the Every Day Counts Task Force.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
This report reflects the collective expertise of our local advocacy ecosystem. PIE Network members directly shaped both the questions we asked and how we presented our findings.
PAVE partnered with us to support our family listening sessions that surfaced top concerns and areas for deeper investigation, including safety, attendance, and program access. A PAVE Parent Leader also joins our panel every year where we discuss findings from the report and what we should do next as a District to act on what we learned.
EmpowerK12 served as a key data collaborator, helping us refine our analysis and verify trends in academic performance, school growth, and citywide recovery metrics.
Education Forward DC supported this work through funding and thought partnership—ensuring the report was aligned to what system leaders most needed to move the needle for students.
The PIE Network Research Working Group provided early input on the attendance analysis and was an ongoing resource for ideas that are working around the country to examine in the report.
UNDERSTANDING REACH AND IMPACT
Distribution and Engagement: The 2024 State of DC Schools report was downloaded over 300 times and received more than 1,000 unique views online in the first two months. It was shared in newsletters by LEAs, advocacy organizations, and government agencies. The in-person release event attracted over 130 attendees, with elected officials, school leaders, and local and national organizations in the audience. The team was also invited to present at over 10 smaller briefings, including the DC Council, the DC State Board of Education, PAVE Parent Leaders, Education Forward DC, and other members of the local advocacy coalition.
Media and Testimony: The report was cited by local and national media, including The Washington Post and the Washington Times , and referenced in at least 5 testimonies during the DC Council’s education and budget hearings in 2024–25.
Policymaker Use: Offices of Councilmembers, the Deputy Mayor for Education, and senior DC Public School (DCPS) officials regularly reference the report during planning sessions and public forums. Several agencies have requested follow-up briefings or customized data pulls to guide decision-making.
Cross-sector Influence: The report has informed planning for Out-of-School (OST) programs, mental health services, and school funding—demonstrating its broad applicability.
Education Resource Strategies
Network Policy Pillar: Great Educators
Links:
- Teacher Compensation Calculator
- Teacher Salary Strategic Compensation
- Understanding the Economics of the Teaching Job
- Teaching Job Hold’em for Districts
SUMMARY
This tool helps education leaders and advocates develop a new teacher compensation model so they can more effectively recruit and retain highly effective teachers. The Teacher Compensation Calculator enables users to populate real teacher data, then make adjustments to key areas like starting salary, years of experience, and hard-to-staff roles or schools, to create a more strategic compensation model. Users can compare costs, see personalized data models, & receive guidance for implementation.
WHY THIS RESEARCH MATTERS
Persistent teacher turnover and shortages make it difficult to ensure that students have consistent, high-quality instruction. One key lever for retaining effective teachers in the classroom is improving compensation models—and it’s not just about across-the-board raises or increasing pay evenly as teachers gain experience. Districts must be strategic in how they adjust compensation to ensure that:
- Starting salaries are competitive and attract effective teachers
- Early career teachers, who are most likely to leave the school, stay in their role and grow.
- Teachers are incentivized to work in high-needs schools and hard-to-staff roles.
- Teachers are offered career pathways and compensated for taking on leadership roles.
By making strategic investments and trade-offs, districts can take a holistic approach to the turnover and shortage crisis and develop a workforce that is energized and equipped to teach our nation’s students.
THREE ACTIONABLE TAKEAWAYS
- Improving teacher compensation models can still be done in a challenging budget environment. This crucial work is possible by making strategic trade-offs, scaling back ineffective strategies and reallocating resources to ones with proven results on student outcomes. This tool reveals which methods are less effective, like automatic yearly raises for late-career teachers, and which are more effective, like investments in teacher leadership roles, plus the associated cost trade-offs.
- Traditional compensation models—like step-and-lane—and retention strategies—like across-the-board raises—often fail to address the root problem. These rigid models prevent districts from retaining their most effective & most needed teachers. A strategic model provides supports for early career teachers & incentives for teaching in hard-to-staff areas, taking on leadership roles, or demonstrating student achievement. Our calculator allows you to adjust your strategy to account for these factors.
- Improvements to teacher compensation should be part of a larger vision for a reimagined teaching profession. Alongside compensation shifts, district leaders should consider other proven strategies to support teachers, such as expert-led coaching teams, shelter-and-develop models for rookie teachers, and school schedule shifts that enable sustainable workloads. When paired with strategic compensation, these can profoundly impact teacher and student outcomes and experiences.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
The ERS Teacher Compensation Calculator is based on compensation modeling and teaching job redesign projects conducted in partnership with districts and state education agencies across the nation. As part of our partnerships with SEAs and districts—including the Texas Education Agency, Anne Arundel Public Schools, Metro Nashville Public Schools, and Tennessee SCORE—we have developed region-specific cost modeling tools to fit their individual contexts, like new or changed legislation on funding or teacher incentives. These real-world experiences enabled us to develop a universal online tool that accurately reflects investments in the teaching job, which levers can drive the most change, and the costs associated with making strategic shifts in models.
UNDERSTANDING REACH AND IMPACT
Over the past year, the teacher compensation calculator landing page and tool have been accessed nearly 13,000 times, including in all 50 U.S. states and internationally. District leaders across the country—including in Maryland, Georgia, and Connecticut—and state leaders in Texas and Tennessee have used this tool as part of their strategic compensation redesign work.
50CAN
Network Policy Pillar: High Expectations, Innovative Options, Responsive Systems
Links: The State of Educational Opportunity in America
SUMMARY
This research helps state and local education advocates and policymakers to better understand how parents perceive and experience the current education landscape so they can craft more targeted, family-centered education policies that meet community needs.
WHY THIS RESEARCH MATTERS
Most education decisions are made at the state and local levels, but national surveys don’t capture these crucial differences. We set out to change that. The State of Educational Opportunity in America report offers a state-by-state view of how over 20,000 parents experience educational opportunity in America. It captures not just what happens in the classroom but a full ecosystem of learning – from school satisfaction to tutoring access, out-of-school participation, mental health support, and college/career readiness. Unlike national surveys that overlook local nuance, this 50-state survey surfaces disparities and unmet needs in ways that are actionable at the state level.
Advocates can use this tool to identify opportunity gaps by geography, income, race, and school type. The findings directly inform the design of a more responsive education ecosystem that can better meet the needs of families across the country.
Data gleaned from the report has already helped state leaders make the case for expanded tutoring access, new summer and afterschool investments, and more transparent communication with parents. Ultimately, this report and accompanying data dashboard tool equips policymakers with the parent perspective they need to create policies that directly improve student outcomes – because better family-centered policy starts with listening to families directly.
THREE ACTIONABLE TAKEAWAYS
- Inequality isn’t just about school. The survey examined participation in a range of out of school activities. What we found is that students doing well inside the classroom also are much more likely to have the opportunity to participate in a wide range of activities. Yet deep, persistent income-based gaps exist in areas parents value most, like organized sports (35-point gap) and the arts (26-point gap). Inequality in opportunity extends well beyond the classroom.
- Unmet demand is high. While large numbers of children do not participate in out of school activities, it is not because of a lack of interest from their parents. Many parents, especially from low-income households, want access to tutoring, summer programs, dual enrollment, and afterschool learning but can’t get it. Policymakers must address this gap.
- Middle-income families face similar opportunity gaps as low-income families. With many of the activities and experiences explored in the report, lack of opportunity is not just a phenomenon among low-income families. It is a middle-class challenge as well. In many cases, the challenges and barriers faced by middle-class families are much closer to that of low-income families than high-income families. An effective education opportunity agenda must support a broader swath of families.
HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH
The ERS Teacher Compensation Calculator is based on compensation modeling and teaching job redesign projects Throughout the design of the survey, 50CAN consulted with state-level advocacy partners and PIE Network members to ensure the survey questionnaire reflected real policy questions that leaders are actively working to better understand. PIE members informed areas of emphasis – including college readiness, mental health access, and extracurricular participation. After publication, several PIE Network members, including PAVE DC, Fordham Institute, and ExcelinED used the data to drive policy conversations. Some state leaders have cited unmet demand findings in legislative sessions to secure more funding for afterschool and tutoring programs. Other state leaders have drawn on the school-type satisfaction data to bolster arguments for expanding school choice or reforming enrollment systems. This collaboration demonstrates the report’s value not just as a research tool, but as a strategic asset for driving change in statehouses and local school boards.
UNDERSTANDING REACH AND IMPACT
- Media and digital engagement: 6,500+ downloads of the State of Educational Opportunity report. Over 1,000+ downloads of state reports. Over 15,000 page views within the first month of release; featured in national outlets and several state news sites.
- Advocacy use: Referenced in at least 14 state-based policy memos in addition to legislative hearings, and advocacy campaigns. Some state leaders have briefed Governors’ teams across a number of states– leveraging data from the survey to make recommendations.
- Training and events: Presented in over 15 briefings for education partners and coalitions.
RESOURCES
Learn more about the 2025 nominees in Peter Tang Most Actionable Tools & Research.
Suzanne Kubach PIE Network Weaver of the Year
Suzanne Kubach PIE Network Weaver of the Year honors local, state, or national leaders who consistently go above and beyond their job description to connect and support peers advancing state and local advocacy policy. This category recognizes advocates who thoughtfully and intentionally support the leadership and work of others, strengthening the Network and the sector. This category was previously called Network MVP.
Suzanne Kubach Weaver of the Year Winner
Executive Director, EdFund
SUMMARY
Rebecca Sibilia has embodied the give-and-get spirit of the Network by serving as THE go-to expert and strategist—publicly with research, data, and pressure and behind the scenes through relationships, on-call advice, and investment—to support other PIE Network members’ work on improving their student funding formulas, directly impacting the biggest recent wins in improving school funding adequacy and equity.
EXAMPLES OF REBECCA’S ADVOCACY
Rebecca is the ultimate Network Weaver; this award is YEARS in the making (like the wins she’s championed). For 10+ years, Rebecca has worked with PIE Network members across the country to make the case for school funding reform. She raised awareness and led the field to build basic policy consensus around school funding, becoming the savviest expert in our ecosystem, working with advocacy campaigns in early states. Recognizing the sector needed more robust and coordinated support, she strategically shifted her focus and position, seeding greater infrastructure to support advocacy efforts. Now, while building an arsenal of researchers and relevant studies through her new org, EdFund, Rebecca and her team are filling in crucial gaps in knowledge and laying more groundwork for equitable school finance reform. But the resume doesn’t nearly capture what Rebecca brings to the PIE Network. From big coalition wins in TN, MS, and CO to efforts still in the works that may yet yield major change, members know they can rely on Rebecca not only for expertise but also for a sounding board, connections, and strategic advice on what the next play should be (+ maybe some 90s hip hop). Call, email, or text, day or night, and she answers, comes to your state, and meets with your coalition and legislators, publicly or privately. The result: lots of members have seen her as their secret weapon—but an open secret, because if you ask a Network colleague how to get funding reform done in your state, chances are they’ll say, “You should talk to Rebecca…”
Or as Dr. Dre might say:
“Who you think taught you about tax policy?
Who you think brought you the first school-funding Eddies?
Connecticut’s, Colorado’s, and Tennessee’s?
The mighty Mississippi’s
And the states makin’ progress you can’t yet see.
Gave you a simulator to model weighted funding
To show legislators the money for schools in their hood
And when your formula was broke and your strategy no good
Who’s the Expert they told you to go see?’
BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE
Rebecca excels at building relationships—she’s a natural people person. She shows up on the ground and puts in the time to understand the players and connect meaningfully and authentically. That’s one characteristic of a Network weaver that I think also demonstrates embodying the PIE Network Community Agreement—it’s why so many people count Rebecca as a friend and would say they know her. And I’ve encountered numerous young women leaders across PIE Network over the years who look up to her as a mentor and model of leadership in the sector.
Rebecca is also known for her balance of directness and diplomacy and her ability to work across lines of difference. She deftly maneuvers among players, relying on years of experience. She’s forged successful partnerships with organizations across the political spectrum and has navigated policy processes and different positions on tricky issues like school choice and local control in red, blue, and purple states. She finds the tie that binds —wanting to get things done for kids—and meets them there.
Finally, Rebecca takes risks. She had the guts as a founder to put a time limit on her first org and shut down as promised when it was clear a different approach was needed. She is constantly learning from both progress and setbacks (+ taking accountability and even falling on the sword for others when mistakes are made). For instance, in early advocacy efforts, she often played a lead role; she’s often known as being out front in the spotlight, but when it became necessary, she shifted strategies. Remarkably, her greatest impact has been working behind the scenes, putting pieces in play, connecting the gaps, and then letting others take the credit. Ask any of the PIE Network coalition members behind big school funding wins over the past several years in TN, MS, and CO—either they’ll tell you about Rebecca’s direct help and influence, or they’ll speak to a support (e.g., simulator; extra capacity) that she put into position.
RESOURCES
- School Finance Data ‘Sucks.’ Rebecca Sibilia’s New Org is Offering $ to Fix It – The 74
- The Truth About Inequality in Public Education Funding (Ft. Rebecca Sibilia)
- https://x.com/NedStanley/status/1781362546508726387
- https://x.com/ninasrees/status/1767926313027870791
- https://x.com/alexanderrusso/status/1154417998066782208
- https://x.com/jessicasutterW6/status/1149407699370725376
- https://x.com/ChadAldeman/status/1149500784691650560
- https://x.com/RachelAnneLevy/status/1149380283311017985
Nominated by: Eric Lerum, Teach Plus
Suzanne Kubach Weaver of the Year Finalists
Vice President for Ohio Policy, Thomas B. Fordham Institute
SUMMARY
Chad Aldis is relentlessly committed to collaboration. He shares his time and expertise, critical research and data, offers feedback and insights, and works with PIE Network members and others to support all aspects of PIE Network’s policy pillars. He is especially dedicated to ensuring quality choice for students and families, high expectations and supports for all students through support and innovation with literacy/numeracy, graduation requirements, career education, and improving educator quality.
Chad has embodied the give-and-get spirit of the Network by working in coalition toward the goal of creating, protecting, and improving robust and effective assessment and accountability systems to support other PIE Network members’ work on this issue at both the national and state level. Finding consensus on these issues is challenging and Chad has been highly successful at identifying key principles and positions and building consensus around them.
EXAMPLES OF CHAD’S ADVOCACY
Chad has been a thoughtful and consistent ally to those working to improve education in Ohio and across the country. He has contributed to advancing educational priorities, benefitting Ohio students regardless of their academic and career goals.
One key example is his partnership with Ohio Excels and other advocacy organizations to push for expanded career-connected learning. His insights helped shape legislative proposals designed to give students earlier exposure to career pathways and better tools to plan for their futures. This included a robust proposal designed with Ohio Excels and Data Quality Campaign to create an Education and Workforce Data Insight Board to help state leaders use data more effectively to support students.
He also played a major role in recent efforts to strengthen Ohio’s early literacy policies. From defending the Third Grade Reading Guarantee to supporting legislation that aligns reading instruction with the science of reading, Chad’s work—and his willingness to support the efforts of others—advanced the conversation and elevated the importance of evidence-based reading practices.
Chad was also instrumental in revising Ohio’s graduation requirements several years ago, ensuring the new framework reflected both high academic expectations and flexible, career-aligned pathways. His support for expanded computer science access and the creation of the new Department of Education and Workforce further shows his commitment to systemwide improvements, as well as his ability to move these ideas forward in collaboration with others.
His relentless pursuit of quality education choices for students has markedly improved quality and transparency in Ohio’s choice eco-system.
Chad is also a thought leader at the national level as a member of PIE Network’s Board, the Literacy Community of Practice Steering Committee, and the National Alliance for Public Charter Schools.
Chad has been a leading voice on assessment and accountability issues, including through the PIE Leaders Council on Assessment & Accountability and Education First’s Assessment and Accountability Learning Network. Throughout numerous meetings and convenings, participants discussed difficult issues on which there are conflicting opinions, e.g., whether we should continue annual, statewide assessments, whether we should assess all students or just a sample, and whether local assessments should be allowed in lieu of statewide. Chad has been a leading voice of reason in these discussions and an adept negotiator, leaning heavily on evidence and research and what is in the best interests of students. Chad is highly willing and able to work across the political spectrum to find consensus on assessments and accountability.
BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE
Chad embodies all aspects of the PIE Network’s Community Agreement in his daily work. He actively engages in conversations and builds authentic relationships with members through warmth, candor, and humor. He engages effectively, credits others for their insights, and argues with tact and respect on issues on which he is in disagreement with other members. He brings a great deal of knowledge and expertise into conversations around assessments and accountability with network members.
He shows respect for others by listening with care, offering thoughtful feedback, and being responsive, even when the issue isn’t directly tied to his own work. Chad has demonstrated an unwavering commitment to student-centered policy solutions and a deeply collaborative approach to advocacy.
A signature of his work is his willingness to serve as a sounding board and strategic partner. He’s someone whom others routinely call when they need a quick policy read, a trusted perspective, or help refining a strategy. Even when he’s not leading the charge on a particular issue, he looks for ways to strengthen the broader effort by contributing research, shaping messaging, or simply encouraging others doing the work.
Chad is also quick to share tactics, policy research, and communications materials that help other advocates be more effective. He builds trust by keeping the focus on students and staying grounded in evidence. He remains calm in moments of disagreement and looks for areas of alignment that allow coalitions to stay united and productive.
Importantly, Chad also creates space for others to lead. He mentors newer stakeholders, connects people across organizations, and elevates diverse voices in the education policy space. His collaborative style strengthens not just the day-to-day work of education advocacy but also Ohio’s broader reform community. And while the work is serious, Chad’s sense of humor and approachable nature make him a partner whom people genuinely enjoy working with.
What sets Chad apart is not just his knowledge but the way he uses it: to empower others, build coalitions, and push for change. His leadership and deep respect for the work of others make him a true connector. He reflects the collaborative mindset the PIE Network values by being part of the conversation and strengthening it, helping others to be more effective, and keeping the focus where it belongs — on students.
RESOURCES
- Chad contributed to the PIE Network pillar of High Expectations through his work on assessments and accountability. He’s quoted in this recent piece from the National Urban League.
- Chad also penned this testimony on a number of key education issues in Ohio that included transparency and accountability.
- Learn more about Chad’s work at the Thomas B. Fordham Institute
Nominated by: Charles Barone (NPU) and Lisa Gray (Ohio Excels)
Senior Director, Educate Texas
SUMMARY
Priscilla has embodied the give-and-get spirit of the Network by actively connecting members across Texas & nationally to share strategies and lessons on teacher pathways, educational pathways, apprenticeships, & workforce policies. She consistently promotes high expectations for students & educators, uplifts others’ leadership, shares tools & insights, and fosters collaborations that strengthen collective advocacy on advancing rigorous, high-quality, & sustainable educator & student pipelines.
EXAMPLES OF PRISCILLA’S ADVOCACY
During the 89th Texas Legislative Session, Priscilla Aquino Garza played a pivotal role in advancing policies that improve student opportunities and outcomes, particularly through her leadership in coalition-building and behind-the-scenes strategy work. In her role, Priscilla served as the backbone of the organization’s policy efforts, guiding collaboration among key PIE Network partners, including Deans For Impact, Texas 2036, The Commit Partnership, Philanthropy Advocates, EdTrust Texas, and DFER Texas. Notably, Priscilla had recently stepped back into a policy role after leading Educate Texas’ effective educators programmatic work, and she did so seamlessly, as if no time had passed. Her deep knowledge of the issues, paired with her natural ability to connect people, allowed her to quickly navigate the fast-moving session and re-engage in complex policy discussions with ease. She not only convened these diverse groups but worked intentionally to align messaging, strategies, and advocacy plans, ensuring the coalition maintained a unified front on critical issues such as public school funding, career and technical education, and educator workforce pipelines. Through countless strategy calls, joint letters, briefings, and member education, she kept partners grounded in the shared goal of delivering results for Texas students. Priscilla also leveraged her long-standing relationships with legislators, staffers, and agency leaders to open doors for the Texas coalition, securing opportunities for key meetings, inserting coalition feedback at critical moments, and sharing insights on political dynamics that helped others navigate the complex Texas policy landscape. She frequently served as the connector between grassroots voices, Capitol stakeholders, and advocacy organizations, amplifying others’ leadership along the way. Her steady leadership and deep commitment to high expectations for all students helped deliver wins like the historic $8.5B investment in public education.
BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE
Priscilla is deeply committed to elevating others’ leadership. She regularly creates space for others to lead, ensuring partners, emerging advocates, and community-based voices are heard and recognized. Her collaborative approach allows others to grow while keeping students at the center of the work. She is also a reflective leader, consistently seeking feedback, sharing takeaways after key advocacy moments, & refining strategies with her peers to improve collective impact.
RESOURCES
- Dr. Aquino Garza’s Oral Testimony on House Bill 322
- Dr. Aquino Garza’s Coalition Partner Celebration
- Dr. Aquino Garza’s Written Testimony for House Bill 120
- Dr. Aquino Garza’s Written Testimony for Senate Bill 2253
Nominated by: Patrick Steck, Deans for Impact
Executive Director, EdFund
SUMMARY
Rebecca Sibilia has embodied the give-and-get spirit of the Network by serving as THE go-to expert and strategist—publicly with research, data, and pressure and behind the scenes through relationships, on-call advice, and investment—to support other PIE Network members’ work on improving their student funding formulas, directly impacting the biggest recent wins in improving school funding adequacy and equity.
EXAMPLES OF REBECCA’S ADVOCACY
Rebecca is the ultimate Network Weaver; this award is YEARS in the making (like the wins she’s championed). For 10+ years, Rebecca has worked with PIE Network members across the country to make the case for school funding reform. She raised awareness and led the field to build basic policy consensus around school funding, becoming the savviest expert in our ecosystem, working with advocacy campaigns in early states. Recognizing the sector needed more robust and coordinated support, she strategically shifted her focus and position, seeding greater infrastructure to support advocacy efforts. Now, while building an arsenal of researchers and relevant studies through her new org, EdFund, Rebecca and her team are filling in crucial gaps in knowledge and laying more groundwork for equitable school finance reform. But the resume doesn’t nearly capture what Rebecca brings to the PIE Network. From big coalition wins in TN, MS, and CO to efforts still in the works that may yet yield major change, members know they can rely on Rebecca not only for expertise but also for a sounding board, connections, and strategic advice on what the next play should be (+ maybe some 90s hip hop). Call, email, or text, day or night, and she answers, comes to your state, and meets with your coalition and legislators, publicly or privately. The result: lots of members have seen her as their secret weapon—but an open secret, because if you ask a Network colleague how to get funding reform done in your state, chances are they’ll say, “You should talk to Rebecca…”
Or as Dr. Dre might say:
“Who you think taught you about tax policy?
Who you think brought you the first school-funding Eddies?
Connecticut’s, Colorado’s, and Tennessee’s?
The mighty Mississippi’s
And the states makin’ progress you can’t yet see.
Gave you a simulator to model weighted funding
To show legislators the money for schools in their hood
And when your formula was broke and your strategy no good
Who’s the Expert they told you to go see?’
BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE
Rebecca excels at building relationships—she’s a natural people person. She shows up on the ground and puts in the time to understand the players and connect meaningfully and authentically. That’s one characteristic of a Network weaver that I think also demonstrates embodying the PIE Network Community Agreement—it’s why so many people count Rebecca as a friend and would say they know her. And I’ve encountered numerous young women leaders across PIE Network over the years who look up to her as a mentor and model of leadership in the sector.
Rebecca is also known for her balance of directness and diplomacy and her ability to work across lines of difference. She deftly maneuvers among players, relying on years of experience. She’s forged successful partnerships with organizations across the political spectrum and has navigated policy processes and different positions on tricky issues like school choice and local control in red, blue, and purple states. She finds the tie that binds —wanting to get things done for kids—and meets them there.
Finally, Rebecca takes risks. She had the guts as a founder to put a time limit on her first org and shut down as promised when it was clear a different approach was needed. She is constantly learning from both progress and setbacks (+ taking accountability and even falling on the sword for others when mistakes are made). For instance, in early advocacy efforts, she often played a lead role; she’s often known as being out front in the spotlight, but when it became necessary, she shifted strategies. Remarkably, her greatest impact has been working behind the scenes, putting pieces in play, connecting the gaps, and then letting others take the credit. Ask any of the PIE Network coalition members behind big school funding wins over the past several years in TN, MS, and CO—either they’ll tell you about Rebecca’s direct help and influence, or they’ll speak to a support (e.g., simulator; extra capacity) that she put into position.
RESOURCES
- School Finance Data ‘Sucks.’ Rebecca Sibilia’s New Org is Offering $ to Fix It – The 74
- The Truth About Inequality in Public Education Funding (Ft. Rebecca Sibilia)
- https://x.com/NedStanley/status/1781362546508726387
- https://x.com/ninasrees/status/1767926313027870791
- https://x.com/alexanderrusso/status/1154417998066782208
- https://x.com/jessicasutterW6/status/1149407699370725376
- https://x.com/ChadAldeman/status/1149500784691650560
- https://x.com/RachelAnneLevy/status/1149380283311017985
Nominated by: Eric Lerum, Teach Plus
Learn more about the 2025 nominees in Suzanne Kubach PIE Network Weaver of the Year
2025 Timeline
- Late Spring: Determine Award Categories – categories are generally consistent each year, however, we do adapt, add, and remove areas each year to stay in line with the field. Best Implementation, Best Defense and Power to the People Campaign have been added in recent years.
- Summer: Nomination Deadline – all-call for nominations from PIE Network members for their own work or to recognize the work of other Network members.
- Late Summer: Finalists Announced – finalists in each category are announced as selected by the Eddies Nomination Committee. The committee is comprised of 11 local, state, and national leaders.
- August 14 – September 5: Network Voting – Network members cast their votes for winners. Members, log in to access the ballot. NOTE: Voting for the Game Changer Campaign of the Year will happen onsite at the 2025 PIE Network Annual Summit.
- October 8: Winners Announced – Winners will be announced at the 2025 PIE Network Annual Summit in Atlanta, GA.