2026 Eddies

The Center for Learner Equity

Network Policy Pillars: Innovative Options, Responsive Systems

SUMMARY

This policy helps New Orleans charter schools address long-standing disparities in special education by pooling resources through a new Educational Service Agency to deliver consistent services to students with disabilities, regardless of need, and to provide a high-quality education across the city’s unique charter system.

Our policy and advocacy impacts 1,000 students.

WHY THIS WIN MATTERS

The New Orleans Educational Service Agency is improving the NOLA school community’s readiness to meet the needs of students with disabilities. The Educational Service Agency protects charter autonomy while creating a publicly held entity to address systemic capacity constraints. It showcases the spirit of innovation and creative thinking that has made New Orleans such a unique national example for public education, striking a balance between autonomy and sustainability. 

New Orleans is the nation’s only all-charter school system, where each school operates its own district. As a result, the decentralized system has experienced persistent challenges ensuring every autonomous school is prepared to provide services and supports to any student with a disability who enrolls—decentralization has come at the expense of the adequate size and scope to coordinate a citywide continuum of special education services and programming. Instead, every charter school bears the legal responsibility to provide the full continuum to any student with a disability who chooses to enroll. CLE led a multi-year effort to engage charter schools, special educators, district leaders, and families to design the Educational Service Agency. 

The New Orleans Educational Service Agency piloted in SY 2025-2026 with 11 charter schools, which are pooling resources to access shared special education services coordinated by the district. The New Orleans Educational Service Agency offers a bespoke student records database that facilitates record transfers across charter schools; a lending library of assistive technology devices for students’ communication needs; shared providers for speech, physical, and occupational therapy; and access to professional development and confidential case consultations. It also includes a governing body of participating charter schools that ensures the district-run ESA remains responsive to schools’ needs. It is a game-changer for equity and accessibility in educational opportunity for thousands of students with disabilities, and for the sustainability of the decentralized system.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

Our game-changer required charter schools and the district authorizer to work together and put aside differences to envision a dramatically new approach. CLE brought together a coalition of charter school leaders, special educators, district and school board leaders, families, and local nonprofit partners. 

The critical line of difference was the lack of trust between charter schools and the district. CLE curated a neutral space where all stakeholders could align on a shared problem statement, schools could articulate non-negotiable needs, and the district could demonstrate genuine partnership. We documented the voices of charter leaders, special educators, and families on how the city’s decentralized, all-charter school system could better serve students with disabilities. We produced recommendations tailored to New Orleans’ unique governance context, including schools’ non-negotiables. 

We shared these recommendations in December 2023 to over 50 district and charter leaders, board members, nonprofit partners, funders, and community members. From 2024-2025, NOLA Public Schools and CLE co-led an inclusive design process with charter leaders to build the ESA, while continuously engaging the Louisiana Association of Public Charter Schools and New Schools for New Orleans. We also took charter leaders to Los Angeles to better understand what’s possible with an all-charter ESA. 

SY 2025-2026 marked the ESA’s pilot year with these participating schools: Audubon Charter Schools, Benjamin Franklin Elementary, Bricolage Academy, Elan Academy, Edward Hynes Charter School, Morris Jeff Community School, Young Audiences Charter School, and the Willow School. Together, they enroll nearly 25% of the district’s 43,000 students. Our successful pilot year has culminated in the passage of an Orleans Parish School Board policy in May 2026, permanently codifying the NOLA ESA as a cooperative endeavor led by NOLA Public Schools with participating charter schools.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

Key strategies behind this progress include data-driven advocacy, inclusive stakeholder engagement, and strong, sustained partnerships. By anchoring policy change in local context and community voice, CLE helped catalyze a system-wide shift toward greater equity and access for students with disabilities in New Orleans. Fellow Network members can learn from CLE’s approach, which prioritized engagement with school leaders, families, nonprofit partners, and the district. This high level of collaboration established trust and ensured our findings reflected lived experiences. Stakeholder input proved critical: 73% of school-based respondents agreed that centralizing certain special education services would improve their ability to meet students’ needs. This broad consensus around both the challenges and potential solutions became a key lever for change. We were able to proactively plan for charter schools’ ability to meet the needs of all students, rather than wait for compliance or sustainability crises to emerge.

RESOURCES

• 2026 Orleans Parish School Board’s ESA policy
• NOLA ESA website
• CLE’s 2024 report: Shifting the Tide: Exploring Centralization of Services for Students with Disabilities in New Orleans – The Center for Learner Equity

ExcelinEd, Indiana Charter Innovation Center, Institute for Quality Education, Stand for Children Indiana, The Mind Trust

Network Policy Pillars: High Expectations, Innovative Options, Responsive Systems

SUMMARY

This policy helps charter and district schools within Indianapolis Public Schools’ boundaries to prioritize academic, programming, and staffing decisions, while the Indianapolis Public Education Corporation manages system-level operational duties and challenges, so schools can provide students with a high‑quality education and families can benefit from a more stable, sustainable education system.

Our policy and advocacy impacts 46,000 students.

WHY THIS WIN MATTERS

Indianapolis, like many cities, has seen declining traditional school enrollment alongside growing family interest in other options. Within Indianapolis Public Schools (IPS) boundaries, 62% of public school students attend a charter or innovation school. Enrollment in IPS‑operated schools has dropped 39% over the last decade, while enrollment in charter and innovation schools has risen 88%. Indy charter schools have introduced popular, innovative models and driven learning gains for students, as shown by state assessments and external studies. The growth of school options has also created challenges: a $7,900 funding gap between district and charter schools, limited access to safe and reliable transportation, and a lack of cohesive facility planning. The nominated coalition worked for years to advance policy addressing these issues. In 2026, this effort resulted in the passage of HEA 1423, which created the Indianapolis Public Education Corporation (IPEC), the most ambitious structural reform of an American school system since Hurricane Katrina. IPEC is a nine‑member board appointed by the mayor of Indianapolis, with equal representation from the IPS Board of Commissioners, charter schools, and community leaders. Its authority applies to all charter, innovation, and district schools within IPS boundaries and focuses on four areas. 

• First, IPEC will create a transportation plan that all schools must participate in. 
• Second, it will develop a system‑wide facilities plan that maintains, and could own, buildings for schools that opt in. Participating schools gain access to capital referendum and debt service funds, newly available to Indianapolis charter schools. 
• Third, IPEC will levy property taxes to cover operating and capital costs, so charter and district schools benefit equally from taxpayer dollars. 
• Fourth, it will establish a unified performance framework, including default closure of persistently low‑performing schools, which charter authorizers and IPS must implement.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

The coalition of The Mind Trust, Stand for Children Indiana, the Indiana Charter Innovation Center, Institute for Quality Education, and ExcelinEd worked to sharpen the proposed policy based on feedback from educators and community experts, met with lawmakers to answer questions and explain a policy with no national equivalent, and rallied advocates to share why this policy would significantly improve the educational experience of Indianapolis students. HEA 1423 was based on recommendations proposed by the Indianapolis Local Education Alliance (ILEA), a temporary body created by the state legislature in 2025. 

The ILEA’s purpose was to propose recommendations to address facility and transportation challenges and to examine other ways to create a more sustainable public school system within IPS boundaries. State legislators were committed to enacting policy that reflected local needs, so the nominated coalition worked to elevate important context, data, and family and educator perspectives to the ILEA to inform their recommendations, which were shared in December 2025. 

Indiana’s 2026 session was quite short, beginning in January and ending on February 27, 2026. The statehouse was also at the center of a contentious national redistricting conversation. The nominated coalition worked through tight deadlines and packed legislator schedules to nimbly advocate for smart policy updates and created opportunities for advocates to share their support. The result: a nationally unique law that begins to reimagine how to level the playing field between district and charter schools while addressing major operational challenges in transportation, facilities, accountability, and funding.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

The advocacy of this coalition has been rooted in two main things: elevating local needs and putting student success, rather than maintaining the status quo, at the center of policy goals. This group has years of experience working together and using each of their strengths to push for smart policy. In Indiana, state legislators have expressed a desire to create policy that is based on what local constituents’ needs are, versus a top-down approach. This coalition worked before the start of the 2026 session to produce detailed academic, enrollment, and financial data that helped inform legislators about the current state of the Indianapolis public education system and underscore the need for change. It also worked to bring educators, families, and community members to testify and share public comments before and during the 2026 session. Their voices were key in showing legislators the real-life benefits HEA 1423 would have on their constituents. 

The coalition has also been bold in its commitment to publicly supporting policies that break the status quo. The creation of IPEC marked a major change for IPS and charter schools alike. While questions from all sides arose during the session (and some publicly expressed strong opposition to change), the coalition remained focused on advocating for policy that would result in a stronger, more sustainable system of public schools, knowing this ultimately benefits students and families. 

Together, this coalition represents a wide range of advocacy experiences and connections, including those with decades of experience in education policy, those with connections to educator and family voices, and those skilled in data and financial analysis. This group remained in close coordination to understand changes to the bill and legislators’ questions to ensure a united front, an especially important skill during a short session.

RESOURCES

• HEA 1423
• The Mind Trust statement
• Stand for Children Indiana statement
• ICIC Statement on House Bill 1423

EdTrust in Massachusetts, Educators for Excellence-Masschusetts, ExcelinEd, Latinos for Education, Massachusetts Business Alliance for Education, MassPotential, National Council on Teacher Quality (NCTQ), Teach Plus Massachusetts, Massachusetts Charter Public School Association

Non-Network partners: 35+ organizations: Civil rights organizations (NAACP Boston Branch, Black Advocates for Educational Excellence, Latinos for Education MA, Give Black Alliance), parent advocacy groups (Worcester Education Collaborative and Decoding Dyslexia, among others), business leaders (chambers of commerce), teachers (Teach for America MA), equity advocates (He is Me), trusted literacy experts (The Reading League of MA, New England Research on Dyslexia Society) 

Network Policy Pillars: Great Educators, High Expectations

SUMMARY

This policy helps Massachusetts K-3 students and educators to transition to evidence-based reading instruction, teacher training, and universal literacy screenings so they can ensure every child—regardless of race, income, or zip code—learns to read on grade level and achieves high expectations.

Our policy and advocacy impacts 252,891 students.

WHY THIS WIN MATTERS

Massachusetts is in a literacy crisis — nearly 60% of students in grades 3-8 are not reading at proficiency, with even wider gaps for Black, Latino, multilingual, and low-income students, as well as students with disabilities. For years, the Commonwealth allowed districts to continue using curricula the states own Department of Education considered low quality, with no requirement to change. The Mass Reads Coalition changed that. After sustained, multi-year advocacy, both chambers of the Massachusetts Legislature passed landmark literacy reform — the House unanimously in October 2025 and the Senate in January 2026. After successfully emerging from Conference Committee with unanimous support, the Right to Read Act is currently on the Governor’s desk awaiting her signature. Once signed into law, the Act will establish new statewide standards requiring K-3 reading instruction to be grounded in phonics, fluency, vocabulary, comprehension, and phonemic awareness. It mandates twice-yearly assessments to screen for dyslexia and reading delays, requires parent notification within 30 days if a child falls significantly behind, and provides supplemental funding and professional development to help districts make the transition. The budget wins are equally significant. The FY27 Fair Share supplemental budget allocates $20 million for Governor Healey’s Literacy Launch initiative—a $5 million increase over FY26—and another $20 million explicitly earmarked for high-dosage tutoring in districts committed to evidence-based instruction. And the demand signal is clear: 52 additional districts are actively seeking PRISM early literacy grant funding from the MA Department of Education beyond the 45 already receiving it. These wins mean that for the first time, every Massachusetts student from kindergarten through third grade will have a legal right to evidence-based reading instruction—regardless of their zip code, race, or income level.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

What set Mass Reads apart was the breadth and intentionality of its coalition. Most education advocacy coalitions are composed of like-minded organizations already in the same ecosystem. Mass Reads was deliberately different — it united civil rights organizations (NAACP Boston Branch, Black Advocates for Educational Excellence, Latinos for Education MA, Give Black Alliance), parent advocacy groups (Worcester Education Collaborative and Decoding Dyslexia, among others), business leaders (Massachusetts Business Alliance for Education and chambers of commerce), teachers (Educators for Excellence MA, Teach Plus, Teach for America MA), equity advocates (The Education Trust MA, He is Me), trusted literacy experts (The Reading League of MA, New England Research on Dyslexia Society), and charter school advocates (Massachusetts Charter Public School Association) — organizations that dont always show up together. That diversity was the coalition’s greatest asset. When civil rights groups, teachers, parents, and business leaders all deliver the same message, legislators can’t dismiss it as a narrow special interest. The coalition spoke with one united voice on the core ask—evidence-based curricula, teacher training, and student screening—while allowing members to emphasize the dimensions of the issue most relevant to their constituencies. The coalition also maintained discipline and longevity across multiple legislative sessions, building relationships with champions like Sen. Sal DiDomenico, Rep. Danillo Sena, and Rep. Simon Cataldo, who showed up consistently at hearings and kept the urgency of the literacy crisis visible in the press and among policymakers. That persistence is what ultimately moved a bill that had previously stalled.

The Mass Reads Coalition was built on the premise that reading is a civil rights issue—and making that case credibly required centering the communities most harmed by the literacy crisis. Nearly 80% of low-income Black and Latino students in Massachusetts are not reading at grade level, and 90% of students with disabilities. Anchoring the coalition’s moral argument in anti-ableism, as well as racial and economic equity, allowed organizations, constituents, and groups to find common cause. In practice, working across differences meant creating space for varied messengers and channels—an effort led by MassPotential, which served as organizer, convener, facilitator, and the fundraising backbone of the coalition. Community organizations like the Give Black Alliance could speak to the lived experience of families whose children were being failed by low-quality curricula. Teacher organizations like Teach Plus, Educators for Excellence MA, and the National Council on Teacher Quality could speak to what educators need and deserve in terms of training, support, and materials. Business voices from MBAE could speak to the economic stakes, while literacy and disability advocates from Decoding Dyslexia MA and The Reading League of MA focused on the science behind learning to read. 

Ultimately, this entire collaborative effort would not have been possible without MassPotential’s foundational leadership, commitment, and support. The coalition also worked to center parent voices throughout — from public testimony at the September 2025 Joint Committee on Education hearing, to op-eds and media appearances. When parents from communities across the state, teachers, and the business community are aligned in the same room, the political calculus shifts. Coalition members didn’t always have identical priorities, but they maintained unity on the core legislative asks and avoided public fractures — a discipline that proved essential and effective as the bill moved through both chambers.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

Several strategies proved critical to this campaign’s success: 

• Build the coalition intentionally. Don’t wait for natural allies — deliberately recruit across differences from the start. The coalition’s credibility came directly from the fact that civil rights organizations, parent groups, business leaders, and educators (teachers especially) were all present. If your coalition looks like an echo chamber, legislators will treat it as one. 
• Make the data impossible to ignore. The coalition consistently surfaced the urgency of Massachusetts ‘ literacy crisis—not just aggregate proficiency numbers, but disaggregated data showing how Black, Latino, and low-income students, as well as English learners and students with disabilities, were most affected. Data paired with human stories from teachers and parents was far more powerful than data alone. Sustain across sessions. 
• Longevity matters. This win did not happen in one legislative session, which is two years long in MA. The coalition built relationships with bill sponsors, House and Senate leadership, and Education Committee members over time, showing up, en masse, at every hearing, hosting a powerful briefing with Kareem Weaver and Dr. Kymyona Burk, and keeping the issue alive in the media even when the bill wasn’t moving.
• Coordinate the message, not the messenger. Coalition members were free to speak in their own voice and to their own audiences—but held a unified position. That allowed the campaign to reach constituencies that wouldn’t have engaged with a more homogenous advocacy effort. 
• Legislation is just the start. The coalition didn’t just fight for the policy — it also pushed for the necessary funding (Literacy Launch, high-dosage tutoring) and strong regulations that will drive successful implementation efforts. Policy wins without resources and the right regulations are fragile.

RESOURCES

• Mass Reads website
• Final Right to Read Act
• Teach Plus statement
• Mass Reads Press
• MA Legislative Press Room
• Globe Editorials

BEST NC

Network Policy Pillars: Great Educators

SUMMARY

This policy helps thousands of teacher candidates who would otherwise be placed on an Emergency license instead enter the classroom through a structured, paid apprenticeship alongside expert mentor teachers so they can become better-prepared, more effective educators – and so students in every community, especially in low-wealth districts, have access to qualified teachers from day one. In short, TeachReadyNC will help break our state’s growing dependence on unprepared teacher candidates.

Our policy and advocacy impacts 50,000 students.

WHY THIS WIN MATTERS

In July 2026, the North Carolina General Assembly and Governor Josh Stein signed SB257, making TeachReadyNC the nation’s first and only state-supported teacher apprenticeship program specifically designed for alternative entry candidates – enacted with $1 million in recurring funding at no new fiscal impact to the state.

 In 2025, 44% of new North Carolina teachers entered schools through alternative licensure – double the rate from ten years prior – with no required training, no classroom experience, and most without any educator preparation enrollment. Nearly half never earn full licensure, and 26% left after one year. Student outcomes are substantially lower with these teachers than with fully prepared ones. This is the vicious cycle all states are facing: schools hire unprepared candidates to fill vacancies; those candidates struggle and leave; students pay the cost – year after year. TeachReadyNC breaks that cycle. Developed by BEST NC with NC DPI and ApprenticeshipNC, it creates North Carolina’s first statewide registered teacher apprenticeship, redirecting candidates away from emergency placements into a paid, mentored pathway. Districts can apply this fall for programs launching in 2027-28.

Apprentices join Advanced Teaching Roles teams, work alongside expert mentors, receive a $5k stipend toward an educator preparation program, and earn a full-time salary while becoming genuinely ready to teach. This is not the apprenticeship most people picture. Unlike grow-your-own models, TeachReadyNC starts with candidates who already hold a bachelor’s degree and have applied to teach — making it higher impact, faster (typically one year), and lower cost than any comparable strategy. The policy win is historic, bipartisan, and is the first statutory framework in NC history to replace emergency licenses with a high-quality pathway. 

ATR’s presence in 600+ schools serves as an accelerant, not a prerequisite. The 2026 budget also nearly quadrupled the state’s investment in ATR – a total of $40.9 million – dramatically expanding the infrastructure that makes TeachReadyNC implementation faster and more effective. And while no other state has achieved this at scale,the model works in any state.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

TeachReadyNC succeeded because it was never a single organization’s initiative. BEST NC spent three years building a coalition most people would say couldn’t be built – researchers and HR directors, rural superintendents and university presidents, Republican and Democratic legislators, business executives and classroom teachers – all at the same table. Core partners include NC DPI, ApprenticeshipNC, RTI International, Public Impact, The Innovation Project, and Craft Education. UNC system and community college EPPs redesigned preparation pathways to fit the apprenticeship model. 

BEST NC’s 12 years as a nonpartisan convener made bipartisan support possible. The policy carries no significant fiscal note – a deliberate design choice – leveraging traded positions as its primary pilot funding source. The coalition also went directly to those most affected: high-vacancy rural districts, Emergency-licensed candidates who deserve better, and early-adopter ATR schools with the systems in place for rapid implementation. Their voices shaped the model while their urgency drove the timeline. The Spangler Foundation, the Barnhill Family Foundation, and the Belk Foundation provided critical philanthropic investment that helped accelerate startup activities and ensure a strong launch.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

TeachReadyNC offers PIE Network members a replicable playbook for implementing a state-sponsored teacher apprenticeship program: 

• Clearly identify the problem – and repeat often. TeachReadyNC addresses a staggering crisis where 44% of our new teachers are entering through alternative licensure, primarily through an Emergency license. This represents thousands of classrooms each year – thousands. We hammered this point home in every conversation to the point where legislators were reciting it to each other. 

• Build on what already works. If your state has a strategic staffing initiative, it may already be the scaffolding for an apprenticeship model. Let research lead. Three years of evidence-building meant legislators got a specific, costed, credible roadmap – not a pitch. 

• Design out the fiscal objections. By redirecting funds from the predecessor Teacher Apprenticeship Grant Program and leveraging traded vacant positions as the primary salary source, the policy was enacted with no new fiscal impact; a deliberate design choice that neutralized the most common objection and cleared the path to bipartisan support.. 

• Time your moments. Presenting to the Joint Legislative Education Oversight Committee during active budget negotiations accelerated action. -Frame it visually. The Vicious Cycle versus Virtuous Cycle contrast resonated with every audience – business leaders, educators, and legislators alike.

RESOURCES

• Policy Brief
• TeachReadyNC overview
• NC Senate Bill 1006
• NC Senate Bill 257
• ATR implementation model

Mississippi First, ExcelinEd

Network Policy Pillars: High Expectations

SUMMARY

The policy extends Mississippi’s literacy efforts into grades 4-8 by requiring science of reading-aligned instruction, banning harmful three-cueing instruction, and strengthening support for struggling readers. The policy also strengthens math instruction through a statewide K-5 screener, targeted interventions, expanded math coaching, and high-quality instructional materials.

Our policy and advocacy impacts 285,528 students.

WHY THIS WIN MATTERS

This policy represents a significant expansion of Mississippi’s commitment to evidence-based literacy and math instruction, ensuring that more students benefit from the state’s approach to literacy. By extending science of reading aligned practices from K-3 into grades 4–8 and explicitly banning the practice of three-cueing, the policy addresses a critical gap for older students who have not yet achieved reading proficiency. Alongside stronger support for struggling readers, this creates a more coherent, statewide system that prioritizes proven instructional methods beyond the early grades. At the same time, the policy meaningfully strengthens math instruction through a comprehensive early detection and support strategy. A statewide K–5 screener allows schools to identify student needs earlier, while targeted interventions, expanded math coaching, and access to high-quality instructional materials ensure that educators have the tools to respond effectively. Together, these changes are likely to improve both literacy and numeracy outcomes, reduce the number of students falling behind, and promote greater long-term academic success—particularly for students who have historically lacked access to high-quality instruction and supports.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

Multiple partners, policymakers, and agencies alongside ExcelinEd in Action/ExcelinEd came together to support these various policy priorities to improve literacy and math outcomes in the state, including Lt. Governor Delbert Hosemann’s office, Speaker Jason White’s Office, House Education Chair Rob Roberson, Superintendent Lance Evans, Mississippi Department of Education, and Mississippi First.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

Begin engagement early and sustain it. We started working with the Department of Education (MDOE) leadership immediately after the new state superintendent’s nomination, providing policy expertise, answering implementation questions, and establishing a regular, collaborative partnership focused on shared goals. Through consistent engagement with agency staff and legislative leaders, we built the trust necessary to move ambitious policy changes forward. We also positioned the proposal as an opportunity for Mississippi to build on its nationally recognized gains and continue setting the pace for education improvement nationwide. Throughout the campaign, Mississippi First, the state’s capital-based organization, maintained a consistent drumbeat around early and adolescent literacy through research, communications, legislative engagement and agency outreach. Mississippi First did this while going through a leadership change, which saw their founding CEO leave after 16 years. We consistently grounded conversations with legislators and staff in student outcomes, highlighting Mississippi’s early-grade NAEP success alongside persistent middle school achievement gaps and the need to better prepare students for high school and postsecondary success. We paired policy recommendations with private praise and public recognition of state leaders’ commitment to improvement. Through op-eds, social media and stakeholder engagement, we celebrated Mississippi’s progress while reinforcing the importance of continued action to sustain and build upon those gains. Throughout the process, our approach was to serve as a trusted partner by providing policy solutions, supporting implementation and recognizing leaders’ commitment to excellence. This combination of collaboration, expertise and positive reinforcement helped build momentum for successful policy adoption.

RESOURCES

• Bill Language
• Mississippi Recommits to High Expectations for All Schools
• Mississippi continues to raise educational standards, with opportunities ahead
• Literacy Series: Pre-Pandemic and Post-Pandemic Literacy Achievement in Mississippi – Mississippi First
• Literacy Series: Factors Related to Post-Pandemic Improvement – Mississippi First

EdAllies, Educators for Excellence, Great MN Schools, National Parents Union (NPU)

Network Policy Pillars: High Expectations, Responsive Systems

SUMMARY

This policy ensures that Minnesota students are guaranteed the right to a K-12 education regardless of their background and immigration status, codified into state law, with clear guardrails to ensure they can attend school safely and securely, all while knowing that the privacy of their personal data is protected.

Our policy and advocacy impacts 175,000 students.

WHY THIS WIN MATTERS

In late 2025, federal officials launched Operation Metro Surge. Federal agents conducted immigration raids across Minnesota, arresting thousands in homes and community locations, including school areas at arrival and dismissal time and at bus stops. During the surge, the image of school as a safe place was broken. Absences skyrocketed, volunteers picked up students and delivered food to families who were sheltering, and school officials patrolled bus stops. Formed in early 2025 to make sense of how Minnesota should respond to federal education policy changes, the Push Forward coalition acted. The coalition, made up of EdAllies, Educators for Excellence, Great MN Schools, plus over 30 student-serving nonprofits, called for leadership from state policymakers. Our top priority was to pass the Education Protection Bill, codifying the right to a K-12 education into state law for all students, regardless of immigration status. We sought to ensure the sanctity of schools as a safe place by prohibiting schools from requesting, collecting, or sharing information about actual or perceived immigration or citizenship status unless strictly required by law. This was important guidance as schools were suddenly thrust into the middle of a larger debate around immigrant policy and enforcement. Thanks to clear alignment and an all-hands-on deck approach, the coalition secured a hearing during the first Education Policy Committee meeting in the Minnesota House, and significant traction in the Senate. Due to a cohesive coalition strategy, lessons learned from other states, amplification from national partners, and a united front from educators, families, and students, after several hearings and debates the bill was passed by the Minnesota Senate in an immigration policy omnibus. While the bill ultimately stalled in an evenly-divided House, thanks to a full-fledged communications campaign, targeted relationship building, and strong hearings, the bill is well-positioned for 2027.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

Coordinated coalition strategy and intentional efforts to engage voices from across the community were instrumental in the Education Protection Bill getting traction. Coalition members leaned into their strengths and came together to strategize at weekly huddles. The coalition was nimble with space for different levels of engagement. The core policy-focused members created toolkits and provided updates to ensure direct service and educator partners could support based on audience and capacity. Some members took charge of meetings with elected officials. Others took responsibility for talking points, communication assets, and social media. The effort included not just organizational leaders, but the communities we collectively serve with many voices coming together with a compelling and unified message, delivering robust testimony from different lenses. Consensus and collaborative decision-making were critical. A steering committee with heavy representation from PIE Network member organizations provided direction, but all participants had the opportunity to weigh in on key decisions, from selecting policy priorities to developing strategy. This coalition dynamic helped keep members centered on students and advancing what’s best for the shared mission. Consistent communication with organizational stakeholders was especially effective with opportunities for grassroots action from different types of community members. An action alert allowed people across the state to contact legislators, and a petition allowed educators to share a collective message. In total, nearly 500 community members took part in different pipelines to action. Finally, throughout the legislative session, the Push Forward Coalition welcomed new members and collaborated with other coalitions with an overlapping focus on responding to Operation Metro Surge. There was no gatekeeping of roles, responsibilities, or content. Many coalition members who joined in the midst of the work made a real impact.

One of the strengths of this work was bringing together educators, families, students, community advocates, and over 30 student-serving organizations around a shared commitment to protecting every childs right to learn. While we brought different lenses and organizational priorities, all coalition members had the same north star that helped us move the work forward: to ensure the right to an education was codified into Minnesota law and to keep Minnesota schools safe places of learning for all students, regardless of immigration status. The coalition boasted members with expertise in legislative affairs, policy analysis, grassroots organizing, communications, student engagement, teacher organizing, and more. We leveraged the strengths of the organizations and individuals involved, bringing in new experts from in-state and out-of-state to learn how best to move our issue forward. While coalition members were aligned on a clear vision, there were varying degrees of comfort with policy advocacy, and different perspectives on the scope of must-haves and nice-to-haves when it came to policy. A well-managed coalition structure made space for robust, consensus-based decisionmaking that aligned members around details as they unfolded.

ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN

Strong project management is essential to good coalition management and issue response. The Push Forward Coalition succeeded in large part due to strong, consistent structures, including a steering committee and issue-focused action team that both met weekly between longer full coalition meetings. This allowed a diverse base of member organizations to enter the coalition at different levels of engagement. Being open and welcoming to new organizations throughout the work, regardless of the type of expertise or role they might play, was critical. This led to new members who had expertise in certain committees where our bill was scheduled to be heard, experience in grassroots organizing, connections to diverse community bases, and more.

Putting the cause and work first, with shared organizational leadership, helped maintain a united front and showcase that the commitment to the work is bigger than any single organization. Members were proactive about asking for help and feedback. In a time of skepticism and emotionally charged rhetoric, having a united front provided legitimacy to the cause and reliability throughout the work.

RESOURCES

• Education Protection Bill
• Push Forward Coalition Bill Overview
• EdAllies Action Alert: “Demand a House Vote on Protections for Immigrant Students!” 
• E4E Petition “Tell MN Lawmakers: Keep Schools Safe For Every Student” 
• NPU Testimony

ExcelinEd, Ohio Excels, School Choice Ohio, Thomas B. Fordham Institute-Ohio

Non-Network Partners: Alliance for High Quality Education, Association for Gifted Children, Buckeye Association of School Administrators

Network Policy Pillar: Great Educators, High Expectations, Responsive Systems

SUMMARY

This policy helps Ohio students access the right mathematics supports and opportunities—from evidence-based interventions and high-dosage tutoring to advanced coursework and Algebra I acceleration—so they can build strong math skills, achieve at higher levels, and pursue their full academic and career potential.

Our policy and advocacy impacts 1,600,000 students.

WHY THIS WIN MATTERS

For years, Ohio’s math results showed the need for action. In 2024–25, only 55% of students were proficient, and nearly 40% of eighth graders were far below grade level. At the same time, many students ready for advanced coursework were not given the chance to accelerate. Ohio needed a strategy that both supported struggling students and expanded opportunities for advanced learners. A coalition including Ohio Excels, the Fordham Institute, ExcelinEd, and School Choice Ohio spent over a year developing a comprehensive solution. They brought together educators, policymakers, business leaders, and advocates to review research, learn from other states, and build consensus around practical reforms. The group held dozens of meetings and refined proposals based on feedback. While stakeholders did not initially agree on every issue, we worked through differences to find common ground. This approach built broad bipartisan support and strengthened the final policy. The result was Senate Bill 19, Ohio’s most comprehensive math reform to date. The law requires schools to provide evidence-based support—such as tutoring and extended learning—to students who are struggling, while keeping families informed of progress. At the same time, it expands access to advanced coursework. Starting in 2027, students ready for acceleration will be automatically placed on a path to Algebra I in eighth grade unless families opt out, opening opportunities for about 11,000 more students each year. Senate Bill 19 also improves teaching quality by requiring math proficiency for educators who teach the subject and expanding professional learning. It increases transparency by strengthening school improvement planning and encouraging the use of high-quality instructional materials. This effort shows how collaboration can drive meaningful change. By focusing on both support and opportunity, the coalition ensured that all students—those who need help and those ready to advance—benefit.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

This coalition succeeded by uniting organizations with diverse strengths, constituencies, and perspectives around a shared belief that Ohio students deserve better mathematics outcomes. Ohio Excels, the Fordham Institute, ExcelinEd, and School Choice Ohio worked collaboratively to convene stakeholders, build and sustain the coalition, conduct research and policy development, provide state and national expertise, coordinate legislative advocacy, lead strategic communications, and draw on implementation lessons and model policies from across the country. The partnership was strengthened through PIE Network’s Math Multipliers Community of Practice, which provided valuable research, peer learning, messaging, and implementation support. The coalition expanded through Ohio’s Literacy and Math Coalition, engaging leaders from state agencies, regional implementers, Alliance for High Quality Education, Association for Gifted Children, as well as consulting with the Buckeye Association of School Administrators, math professionals, and other organizations. Together, these partners created a forum where policymakers and these state leaders could work through difficult issues and build consensus. The collaboration wasn’t successful because everyone agreed at the onset. Partners held different views on local control, implementation, educator capacity, acceleration policies, gifted education, accountability, and mandates. Rather than allowing disagreement to derail progress, coalition members listened to one another, shared research, refined proposals, and remained focused on improving outcomes for students. By embracing disagreement instead of avoiding it, the coalition produced stronger policy, broader bipartisan support, and more durable reforms than any single organization could have achieved alone. The effort demonstrated that lasting policy change depends not only on evidence-based solutions, but also on trust, collaboration, and a shared commitment to putting students first.

Passage required collaboration across ideological, political, and organizational differences. Coalition members worked with bipartisan legislative champions and stakeholders to address concerns about implementation, local flexibility, acceleration, educator capacity, and accountability. Through months of listening, research, negotiation, and policy refinement, the coalition built consensus around a shared belief that every Ohio student deserves both meaningful support and meaningful opportunity.

ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN

One of the most important lessons from this effort is that durable policy change requires durable relationships. The coalition invested more than a year in building trust before achieving a legislative victory. That investment created the foundation needed to navigate disagreement, refine proposals, and sustain momentum through a lengthy legislative process. Rather than rushing to introduce legislation, partners first built the relationships necessary to tackle difficult policy questions together.

Another lesson is the importance of embracing disagreement. Some of the legislation’s strongest partners did not begin fully aligned on the policy agenda. Stakeholders raised concerns about local control, implementation, educator capacity, accountability, acceleration, and gifted education. Instead of viewing those concerns as barriers, the coalition treated them as opportunities to strengthen both the policy and the partnership. By creating space for honest dialogue and remaining focused on student outcomes, coalition members transformed disagreement into consensus and ultimately produced stronger legislation with broader bipartisan support.

A third lesson is that excellence and equity are not competing priorities. Too often, education policy forces stakeholders to choose between supporting struggling students and expanding opportunities for advanced learners. This coalition intentionally rejected that false choice by advancing policies that do both—providing stronger interventions for students who need support while expanding access to accelerated learning for students who are ready. Finally, this campaign demonstrates the power of turning network learning into state action.

Through PIE Network’s Math Multipliers Community of Practice, coalition members gained access to research, messaging, and peer organizations from across the country. Those ideas were adapted to Ohio’s context and ultimately became enacted state policy that no single organization could have accomplished alone.

RESOURCES

• Ohio Senate Bill 19 (enacted legislation, testimony and analysis)
• Fordham Institute commentary
• ExcelinEd Math Policy
• Ohio Excels LinkedIn page (includes mathematics campaign)
• Press Coverage

Advance Illinois, Kids First Chicago, The Chicago Public Education Fund

Non-Network Partners: The Civic Federation

Network Policy Pillar:  Responsive Systems

SUMMARY

This policy helps Chicago students, families, principals, and school communities preserve classroom resources and maintain stable school budgets, so they can focus on teaching and learning rather than absorbing cuts from short-term fiscal decisions. By supporting a balanced budget without new loans, borrowing, or school-level reductions, the policy advances both educational opportunity and long-term financial sustainability.

Our policy and advocacy impacts 316,000 students.

WHY THIS WIN MATTERS

In 2025, Chicago Public Schools faced a projected $734 million budget deficit, pressure to reimburse the City of Chicago for a $175 million pension payment, and proposals to borrow hundreds of millions of dollars to close the gap. The stakes for students and schools were significant. School budgets had already been approved, and additional reductions threatened resources principals rely on to support students. Borrowing to cover operating expenses also risked worsening the district’s long-term financial challenges. These decisions unfolded during the first year of Chicago’s partially elected, 21-member school board, creating a new governance environment as board members, families, educators, labor unions, and community organizations navigated new roles and responsibilities.
On August 28, 2025, the Chicago Board of Education approved a balanced FY26 budget that preserved school budgets, avoided new borrowing, and limited any pension reimbursement to unexpected new revenue sources. More than 316,000 students benefited from a budget that protected classroom investments while strengthening the district’s fiscal position. This outcome was made possible through a broad coalition effort.

The Chicago Public Education Fund provided governance expertise, budget analysis, and implementation support. Kids First Chicago educated and activated parents, elevated community voices, and helped families engage directly with decision-makers. The Civic Federation provided independent fiscal analysis to inform policymakers, reporters, and the public. Advance Illinois and the Funding Illinois Future coalition successfully advocated for additional state investment in K-12 education, helping improve the fiscal conditions facing CPS. Together, these efforts helped shift the conversation toward protecting students, preserving school resources, and promoting long-term financial stability.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

This collaboration succeeded because each partner contributed a distinct strength while remaining aligned around a shared goal: protecting students and school communities during a challenging budget cycle.

The Chicago Public Education Fund brought expertise in governance, district operations, school leadership, and budget implementation by helping stakeholders understand how various budget scenarios would affect schools and supporting efforts to develop a fiscally responsible path forward.

Kids First Chicago brought strong relationships with parents and communities across the city. Through bilingual webinars, parent leadership structures, public testimony, media engagement, and direct outreach, Kids First translated complex budget issues into accessible information and helped families engage with decision-makers.

The Civic Federation provided trusted, independent fiscal analysis that helped policymakers, journalists, and community members understand the implications of borrowing, pension reimbursement proposals, district debt, and revenue options.

Advance Illinois contributed statewide policy expertise through the Funding Illinois Future coalition. While local partners focused on the CPS budget, Advance and coalition partners successfully advocated for increased state investment in K-12 education, helping improve the district’s fiscal outlook.

Together, the coalition engaged parents, school leaders, board members, district staff, elected officials, media outlets, and community organizations. Different partners reached different audiences, but the message remained consistent: students should not bear the burden of short-term fiscal decisions. The result was a coordinated effort that combined governance expertise, community engagement, fiscal analysis, and policy advocacy to help secure a balanced budget that protected school resources and strengthened CPSs financial position.

This effort required collaboration across organizations with different missions, constituencies, and approaches. The Chicago Public Education Fund worked closely with district leaders, principals, and school communities. Kids First Chicago engaged parents directly and elevated parent and community voices. The Civic Federation approached the issue through a public finance and governance lens. Advance Illinois focused on statewide education funding through the Funding Illinois Future coalition. While each organization brought a different perspective, all shared a commitment to protecting students and supporting sound fiscal decision-making.

The coalition also worked across political and institutional divides. Chicago’s first partially elected school board included members with different constituencies and priorities. Rather than relying on partisan arguments, coalition partners focused on facts, transparency, and student impact. Partners met with board members, provided analysis, hosted events, testified at hearings, briefed reporters, and communicated regularly with stakeholders across the city.

Parents, principals, civic leaders, policy experts, labor organizations, and community advocates all played important roles. Community voice remained central throughout the campaign. Families participated in webinars, meetings, testimony, and direct outreach to board members. School leaders described how budget decisions would affect their schools, while fiscal experts and state advocates helped stakeholders understand the broader implications. As key decisions approached, we also collaborated with our local SEIU chapter and members of Chicago’s City Council on shared messaging – helping to demonstrate broad support from labor, community, civic, education, and parent stakeholders. By bringing together diverse voices and expertise, the coalition built support for a fiscally responsible budget that protected students and schools.

ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN

This campaign offers several replicable lessons for advocates working in dynamic, politically complex environments.

1. Build coalitions around complementary strengths. The most effective partnerships are those in which organizations contribute different assets. This coalition brought together governance expertise, parent leadership, fiscal analysis, state policy advocacy, and community engagement.
2. Start early and invest in public understanding. Budget decisions are often made over many months. By educating stakeholders early and continuously, the coalition helped families, community members, and policymakers engage with complex issues before key votes occurred.
3. Translate technical issues into accessible language. School finance can be difficult for the public to follow. Clear explainers, webinars, fact sheets, polling, testimony support, and community conversations helped move stakeholders from awareness to action. 
4. Connect local and state advocacy. District budgets are influenced by decisions made at multiple levels of government. Coordinating local budget advocacy with statewide funding advocacy helped address both immediate challenges and longer-term funding needs.
5. Use trusted messengers. Parents, principals, fiscal experts, governance organizations, and policy advocates each brought credibility with different audiences. Coordinated communication across those messengers strengthened the coalition’s impact.
6. Protect relationships while advancing policy goals. The coalition focused on maintaining constructive relationships with decision-makers, even when disagreements emerged. That approach created opportunities for continued dialogue and problem-solving throughout the campaign. Most importantly, the campaign demonstrated that diverse organizations can remain aligned around a common goal when they keep students and school communities at the center of their work.

RESOURCES

• Visit this link to see sample collateral materials (testimonies, blog posts, briefing materials, and webinars) of our campaign

DC Charter School Alliance, DC Policy Center, Education Forward DC, EmpowerK12, Parents Amplifying Voices in Education (PAVE)

Non-Network Partners: CitySchools Collaborative and The Center for Strong Public Schools 

Network Policy Pillar:  Great Educators, High Expectations, Innovative Options, Responsive Systems

SUMMARY

This policy helps strengthen math and literacy skills and outcomes for students in both DC Public Schools and DC public charter schools by increasing funding for statewide math and literacy coaches, investing in statewide educator professional development, sustaining funding for high-impact tutoring, and furthering statewide transparency around high-quality instructional materials.

Our policy and advocacy impacts 99,562 students.

WHY THIS WIN MATTERS

After decades of growth, DC’s budget and student enrollment are in a slowdown. Thus far, this has not slowed down reading and math progress with DC again coming out on top on Harvard’s Center for Education Policy Research’s Education Recovery Scorecard. As a challenging budget loomed over us in a critical statewide election year, our coalition knew we would have to work together to ensure that policymakers fund the practices that support students’ reading and math outcomes. As a result of a partnership between PAVE, EmpowerK12, The Center for Strong Public Schools, the DC Charter Alliance, and CitySchools Collaborative, the DC Council restored and protected programs to support literacy and math achievement in the FY27 budget. A total of $302,926 was restored and added in math, $280,727 for literacy, and $3M was sustained for HIT. The Council also added a new requirement for LEAs to report their math curricula to the state, increasing transparency and laying the groundwork for stronger instructional quality.

The combined investment of ~$3.6M will have a meaningful impact on DC students by expanding proven academic supports, including high-impact tutoring, educator and school leader professional development, literacy and math coaching, and implementation of recommendations from DC’s Math and Literacy Task Forces. Together, these strategies ensure students receive high-quality instruction and targeted support to accelerate learning and close achievement gaps. This win protects momentum for academic recovery and growth at a time when education investments were at risk — and other coalitions were sometimes even asking Councilmembers to use money reserved for literacy and math for their priorities. By securing these resources and advancing policies that promote high-quality instructional materials and stronger accountability, this collaboration is helping ensure that every DC student has access to the tools, teaching, and support they need to thrive.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

This collaboration brought together parents, students, educators, advocates, policy experts, and stakeholders across sectors around a single powerful goal: ensuring DC students have access to the academic supports they need to thrive. And it was born from parent voice. PAVE Parent Leaders prioritized math & literacy in 2025 after discovering a lack of investment in academic supports. They grounded the coalition’s multi-year advocacy and kept students and families at the center of every policy and budget decision. 

We also had complementary strengths. Our coalition has decades of strong relationships and a deep understanding of how the education systems work in practice, allowing us to coordinate both big public moments and influence behind the scenes. We coordinated and testified at hearings, provided analysis of the budget legislation, laid out the qualitative and quantitative research, and held meetings and conversations with policymakers and their staff. Together, we had the trust and a shared vision to achieve success: 

• Families paired their stories with rigorous evidence about what works to improve student outcomes.
• Parents led with urgency, sharing powerful testimony about their children’s experiences with academics, and got commitments from policymakers on the asks during 13 DC Parent Voice and Choice Week meetings. 
• Data leaders shared research on best practices that produce a strong return on investment and outcomes for students. 
• School leaders opened their doors for site visits, showing what strong evidence-backed instruction looks like. 
• Advocacy partners tracked every step of the legislative process, navigated budget conversations, and counted the votes. 

We aligned our messaging, communications, and policy asks across all groups, amplifying a voice that decision-makers couldn’t ignore. The result was a movement capable of securing meaningful investments that will benefit students across the District.

In early 2026, PAVE hosted an Academic Convening to bring together education leaders from across DC. EmpowerK12 provided data and research underscoring the urgency of improving literacy and math instruction. The Center for Strong Public Schools shared legislative strategy learned through relationships with DC Council. The DC Charter School Alliance shared the charter sectors perspective, CitySchools Collaborative brought their on-the-ground experience with HIT, and Education Forward DC brought expertise as the city’s ed champion. Representatives from the Office of the State Superintendent of Education (OSSE) and the Office of the Deputy Mayor for Education (DME) also participated. OSSE oversees many of the programs and initiatives addressed in our recommendations, and the DME office provided valuable insight into DC’s budget process and broader education priorities. As the convener, PAVE centered the experiences and voices of Parent Leaders throughout the process. The Academic Convening was foundational to this policy win because it created a shared vision for improving academic outcomes and aligned stakeholders around common goals, strategies, and responsibilities. By bringing together organizations with complementary expertise and influence, we built the trust, coordination, and momentum needed to advance a unified policy agenda. PAVE also organized school tours in partnership with some of DC’s highest-performing schools. These visits gave us the opportunity to observe high-quality instruction in action, deepening our understanding of what students deserve and strengthening parents’ ability to advocate for kids. The firsthand experiences from these tours directly informed testimony, shaped our budget requests, and reinforced the policy solutions we advanced. Together, this collaboration transformed parent-centered priorities into coordinated action, laying the foundation for the successful policy changes and investments that followed.

ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN

Center lived experience: Testimony and storytelling from families, advocates, and education leaders demonstrated the importance of investing in math and literacy support. Their voices grounded the policy conversation in real stakes and real lives. 

Coordinate across channels: We paired public testimony with direct policymaker engagement, community outreach, and a coordinated messaging strategy to influence budget and legislative outcomes. 

Build and maintain long-term relationships: Our years of work advocating for DC students, coupled with ongoing trust-building with policymakers, meant we didn’t show up for the first time when there was a crisis—we already had deep relationships in place. That credibility allowed us to move quickly and effectively when funding and policy were on the line. 

In tough budget years, give policymakers cost-free wins along the way: We identified opportunities to support cost-free wins for policymakers that aligned with our values, which built momentum and goodwill—positioning us to make budget asks when the stakes were highest. 

Follow through: From budget to bill, we stayed engaged at every stage—drafting policy solutions, organizing families to meet directly with Councilmembers, and showing up again and again for public hearings.

RESOURCES

• Special Edition of PAVE Newsletter
• Special Edition Update of PAVE Newsletter
• PAVE Newsletter
• One-Pagers
• State of High-Quality Instructional Materials in the District of Columbia (June 2026)
• Parent Testimony
• Organization Testimonies & Resources

All4Ed, Bipartisan Policy Center, Center for American Progress (CAP), Collaborative for Student Success, EdTrust, Educators for Excellence, MassPotential, National Center for Learning Disabilities (NCLD), National Council on Teacher Quality (NCTQ), National Parents Union (NPU), Teach Plus, The Center for Learner Equity

Network Policy Pillar:  High Expectations, Responsive Systems

SUMMARY

By modernizing the largest federal literacy grant, this policy helps states and districts leverage federal dollars to advance and accelerate evidence-based literacy policies, so that they can connect and scale state-by-state progress into a coordinated national strategy: high-quality instructional materials, statewide coaching networks, teacher prep reform, universal literacy screenings, mandatory parental notification, and interventions for struggling readers. 
Our policy and advocacy impacts 20,000,000 students.

WHY THIS WIN MATTERS

American kids are in a reading crisis. States have led the way on literacy, but leading state-by-state means that hard-won progress can often stay confined to the states that can sustain them, and stall where political conditions shift. The Comprehensive Literacy State Development (CLSD) grant is the single largest federal lever for that work, yet it hasn’t been updated since 2015 and fails to reflect the lessons we’ve learned from state gains over the past decade. A national IES/AIR evaluation found that the CLSD program produced mixed results at best, and that programs backed by strong research were rarely the focus of grant-funded efforts. Few districts used federal literacy funds on programs with strong evidence, and few teachers reported using them in class. The READ Act fixes this problem, taking what’s working in states and making these evidence-based practices the condition of federal funding, not the exception. The READ Act encourages states to use their federal grant dollars to evaluate and fund high-quality instructional materials, train and hire literacy coaches, audit teacher preparation programs, screen early learners, and notify parents when their kids are falling behind. In addition to supporting states who apply for this federal competitive grant program, the bill also has a 10% set aside for states that continue to rank in the bottom 10 on NAEP. These states will receive a small amount of money to start building literacy plans, hopefully acting as a runway for them to compete for the full CLSD grant. By meeting states where they are, the READ Act accelerates the strong work that leading states are already doing, helps others complete the full puzzle (including less common but essential pieces like teacher prep alignment and parent notification), and gives states yet to start both the incentive and the runway to do so. This is the federal reform that turns state-led breakthroughs into a standard every kid can count on. 

The READ Act has passed out of the Senate HELP committee and has been introduced in the House.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

This work began by listening to parents across the country who were concerned that their own child was not reading on grade level. Two years ago, the National Parents Union brought members from 37 states to all 100 offices in the United States Senate with a single ask: a real solution to our nation’s literacy crisis. From there, we built the national coalition that the moment demanded. The National Parents Union hosted two congressional briefings—one with parents and state policymakers who were struggling to pass statewide literacy legislation and asking for federal support, and a second in partnership with resource expert, George W. Bush Institute, where we hosted State Chiefs who all named the need to continue to improve federal grant levers. We introduced two consecutive resolutions calling for federal action to the nation’s literacy crisis and then spent a year gathering stakeholder feedback and aligning best practices to write the READ Act. 

This collaboration was unique because it was exactly what policymaking should be: listening intentionally to those who are impacted by existing policy failures, joined with experts in the field who have the right solutions. Bringing dyslexia moms from all over the country to the same room as organizations like the National Council on Teacher Quality is what made this policy as comprehensive as it is. Parents brought the urgency and the lived reality, field experts brought the evidence and the technical rigor, and neither alone would have produced the READ Act.

Working across lines of difference is one of the hardest things a coalition can do right now, and it is at the heart of this nomination. At the state level, literacy has become a rare common ground that the left, right, and center could all stand on; we are proud to bring that bipartisan energy to federal literacy efforts. Throughout this process, we did not ask anyone to set aside their politics. We asked them to agree that a child who cannot read is a child that the system has failed, and that the science of reading is the proven remedy. This coalition includes over 120 organizations from across the political spectrum, including local parent organizations, state advocacy organizations, and federal think tanks. We made room for very different organizations at very different levels of capacity, and we never treated anyone as a junior partner. Two former U.S. Secretaries of Education from opposing administrations, Arne Duncan and Margaret Spellings, also publicly backed the bill. And the Senate sponsors are bipartisan by design, led by Senator Bill Cassidy (R-LA), Chairman of the Senate Health, Education, Labor and Pensions Committee, and Senator Maggie Hassan (D-NH), alongside Senators Jim Banks (R-IN), John Hickenlooper (D-CO), Tim Scott (R-SC), and Mark Kelly (D-AZ). The clearest evidence that we moved people who do not usually move came on the appropriations side. Even as the House FY27 Labor-HHS bill proposed cuts across nearly every other education program, it included substantial increases for federal literacy: 33 percent for the Innovative Approaches to Literacy grant and 13 percent for the Comprehensive Literacy State Development program. At a moment when Washington is more inclined to dismantle than to build, this coalition produced a rare exception: a bipartisan bill with room to grow rather than another casualty of the partisan divide.

ADVOCACY STRATEGIES AND TACTICS USED TO BUILD AND EXECUTE A WINNING CAMPAIGN

The biggest lesson from this campaign is that the strongest policies combine lived experience with technical expertise, building broad coalitions that unite the parents who watch the reading crisis play out in their own homes with the policy leaders writing and implementing legislation across the country. There should be no tradeoff between the two. Both perspectives are integral to making policy that actually works. In practice, this means building both halves deliberately and bringing them into the same rooms, in a coalition that treats every voice as essential. We spent years learning from the advocates, researchers, and state leaders who had already pioneered literacy reform across the country, ensuring that the READ Act builds on their successes while addressing the barriers they ran into. At the same time, we kept families at the center, anchoring every part of the campaign in parents who knew something was wrong before the system would admit it. Their voices weren’t used only to champion the bill; they were used to build it from the ground up. Together, this coalition produced a bill grounded in both evidence and lived experience, making it nearly impossible to dismiss. That same combination is what fueled us to continue crossing lines of difference in a polarized Congress, earning the support of Senators who rarely agree on anything else. 

Which brings us to our final takeaway: Organize the coalition before chasing the politics. We did not begin with bill sponsors. We began with a sign-on drive, with parents in Senate offices, with congressional briefings. Instead of starting with a bill, we had federal Congressmen across the political aisle asking us for one—but only after years of making the issue impossible to ignore and building the relationships and the political will to make literacy a priority.

RESOURCES

• Bill text and tracking, S. 4689
• NPU statement
• Senate HELP Committee announcement
• NPU landing page with more information about the bill

State Collaborative on Reforming Education (SCORE), Tennesseans for Student Success, Tennessee Charter School Center, TennesseeCAN

Network Policy Pillar: High Expectations

SUMMARY

These policies helped advocates and legislators redirect anti-testing sentiment into productive, data-driven solutions. Instead of responding to efforts to weaken statewide assessments and accountability measures, these policies will lead to better understanding of local testing burden and will enforce accountability for chronically low-performing schools. This strategy built a coalition of champions willing to fight FOR higher expectations rather than the removal of foundational policies.

Our policy and advocacy impacts 1,000,000 students.

WHY THIS WIN MATTERS

In recent years, there have been numerous attempts to weaken Tennessee’s existing accountability and assessment system, including bills in 2025 that would have drastically reduced statewide assessments and impeded the state’s ability to monitor student outcomes. After defeating the harmful legislative proposals, our coalition of advocates worked with lawmakers in late 2025 and 2026 to develop proactive solutions for reducing local assessment burden and for holding low-performing virtual schools accountable.

Tennessee has built a strong trajectory of student growth on a bedrock of foundational assessment and accountability systems. Protecting these systems is critical for equity, but maintaining guardrails requires responding strategically when political friction threatens them.

During the 2025 legislative session, anti-testing sentiment peaked. Hearing complaints about testing burdens, legislators sought to rollback essential assessment and accountability components. SCORE, TSS, TNCAN, and TCSC met that challenge head-on, successfully amending legislation to instead create a legislative K-12 Innovations Committee to explore the issue. Our coalition then developed a strategy to preserve the statewide system: engaging the committee throughout the year with data-backed arguments and proactive, alternative recommendations. This illustrated how a strong offense can serve as the best defense—flipping the conversation and giving aligned legislators a productive, student-centered agenda to fight for. This strategic pivot matters for students in two profound ways:

• Optimizing Student Testing: Instead of letting opponents peel back statewide assessment, the Local Assessments Inventory bill directed energy toward the root problem. It required the state to identify local assessments that are fragmented, incoherent, or unaligned to district curriculum and student needs. This protected vital state data while paving the way to eliminate redundant local testing.
• Enforcing Rigor for Underserved Students: Our coalition then utilized this momentum to shine a spotlight on a chronically low-performing sector—virtual schools, which serve 15,000 students across 60+ schools.

By bringing student data to the forefront, we gave policymakers a vehicle to enforce accountability and protect students in settings that historically failed to meet expectations. Ultimately, this win preserved TN’s foundational policies by transforming a threat into an initiative that advanced higher expectations.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

SCORE, TSS, TNCAN, and TCSC formed a tight, coordinated coalition to execute a unified advocacy strategy. Our collective approach relied on deliberate coordination to shift the legislative conversation. The SCORE team dove into the data and investigated the claim that Tennessee has too many tests by analyzing our existing systems, peer states, innovations in assessment, and research on the purposes of various assessments. Through collaboration, our coalition then landed on a handful of proactive recommendations for improvement that would be responsive to legislator concerns. Leveraging these evidence-based recommendations, coalition advocates across organizations provided private briefings (either individually or in small groups) to every member of the K-12 Innovations Committee prior to the commencement of Committee action. We also released public memos and provided testimony to the Innovations Committee that outlined the proactive recommendations to streamline local assessments as well as improve the timeliness of results being returned to students and educators.

The TSS team commissioned targeted polling on key agenda items discussed by the K-12 Innovations Committee, including statewide assessments, teacher evaluations, school accountability measures, and postsecondary and workforce alignment. The resulting data was incorporated into TSS’s messaging strategy and news coverage provided by the TSS funded Tennessee Firefly. This provided needed political support for coalition efforts. TSS began its candidate recruitment cycle in Fall 2025, which continued through April 2026. During this process, TSS ensured assessments and accountability remained a centerpiece in all electoral engagements, providing early and strong support to candidates committed to defending foundational reforms. Through this seamless collaboration, our coalition demonstrated that a united front backed by creative, data deployment can completely change a legislative trajectory.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

The primary lesson for fellow Network members is that when foundational policies face intense political blowback, traditional defensive postures—such as repeating abstract arguments about why the state needs data—often fall flat. Advocates must, therefore, change the calculus by flipping the conversation and giving lawmakers a productive, student-centered agenda to fight FOR. Network members can take away two key tactical strategies from this campaign:

• Reframe the Problem to Target the True Friction: We consistently heard from legislators that their constituents were frustrated by an “overwhelming testing burden” while they saw minimal connection between data collection and student outcomes. Rather than arguing why the state test mattered, our coalition directed that constituent energy toward the root of the problem: an uncoordinated set of local assessments administered without intention or curriculum alignment and a long delay between testing and students and families receiving results. By shifting the focus to local testing, we protected vital state assessments while positioning advocates as problem-solvers.
• Use an Offensive Pivot to Re-Energize Stakeholders: Defense doesn’t mean standing still. While addressing assessment friction, the coalition simultaneously brought a chronically low-performing sector of schools to the legislature’s attention. By relentlessly highlighting poor student achievement and growth data in these environments, we shifted the legislative conversation from accountability rollbacks to strict enforcement of quality standards. Lawmakers were given a clear, data-backed mandate to protect students, changing the narrative from defending the status quo to advancing high expectations.

By diagnosing the true source of friction and pairing it with a high-stakes accountability target, the coalition gave aligned legislators the policy ideas and political cover needed to champion rigor, rather than letting opponents dominate the narrative.

RESOURCES

• The Future of State and Local Assessments in Tennessee
• Poll Finds Voters Oppose Removing Algebra II as a Graduation Requirement and Reductions in Required Exams | Tennessee Firefly
• Teachers Union Calls for Ending Annual Evaluations for Every Teacher, Even Though Polls Show Most Oppose the Change | Tennessee Firefly
• On the Fly: Rep. Scott Cepicky Discusses the Need for Virtual School Accountability

Illinois Network of Charter Schools

Network Policy Pillar: Innovative Options 

SUMMARY

This policy helps charter school leaders operate and grow high-performing public schools so more students and families, especially in communities with few quality options, can access safe, supportive, and academically rigorous learning environments that prepare students for college, careers, postsecondary success, and meaningful lives.

Our policy and advocacy impacts 60,000 students.

WHY THIS WIN MATTERS

We defended Illinois public charter school law, enacted in 1996. This win matters because it protected educational opportunities for nearly 60,000 students attending Illinois public charter schools, approximately 96% of whom are students of color and 85% of whom come from low-income households. If Illinois charter schools were their own district, they would represent the second-largest public school district in the state. For nearly 30 years, Illinois charter school law has provided families with access to diverse, innovative, and high-quality public school options. These schools offer specialized academic programs, college-preparatory environments, career-focused pathways, and learning models designed to meet the unique needs of students and communities. This was not a defense against minor policy changes. SB3391 and SB4040 represented two of the most consequential threats to Illinois charter school law since its enactment in 1996. SB3391 would have imposed significant new financial and operational burdens on charter schools, diverting resources away from classrooms and increasing the risk of future school closures. SB4040 would have eliminated the statewide authorizer and independent appeals process, forcing high-performing state-authorized schools back under the authority of districts that had previously denied them and removing a critical pathway for families and educators seeking high-quality public school options. 

Together, these bills would have significantly weakened Illinois charter school law, reduced opportunities for high-quality schools to open and grow, and limited educational options for current and future families. The victory was particularly significant because it occurred in one of the nation’s most challenging political environments for charter schools. Despite strong political headwinds in a deeply blue state with powerful union opposition, we successfully protected key safeguards within Illinois charter law and preserved educational opportunities for tens of thousands of students.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

Defeating these bills required a broad, statewide coalition united around protecting educational opportunities for students. We brought together charter school leaders, educators, parents, students, board members, and community advocates from across Illinois to elevate the voices of families most impacted by these proposals. Throughout the legislative session, more than 7,200 advocates filed opposition witness slips. Parents, educators, and school leaders participated in advocacy days, traveled to Springfield, made phone calls, sent emails, met directly with legislators, and delivered powerful testimony about the impact charter schools have on students and communities. Our coalition remained focused on students and families rather than politics. We elevated authentic stories from families whose children were thriving in charter schools and highlighted the consequences these bills would have on current and future students. We also worked across lines of political difference. In a deeply blue state with significant political opposition to charter schools, we maintained bipartisan support while persuading Democratic legislators and Democratic leadership that these bills would harm students and limit educational opportunity. Through sustained advocacy, relationship-building, and grassroots mobilization, we moved enough votes to stop both bills during the final hours of the legislative session. This victory demonstrated that even in highly polarized environments, diverse coalitions can unite around a shared commitment to students and families.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

Three lessons stand out from this campaign. 

First, define the stakes early and consistently. We framed these bills not as charter school issues, but as threats to educational opportunity for nearly 60,000 students. By focusing on student impact, school quality, and family access rather than institutional interests, we built broader support and credibility with policymakers. 

Second, pair grassroots energy with targeted legislative, political, and leadership strategy. More than 7,200 advocates filed opposition witness slips, but mobilization alone did not win. We combined grassroots engagement with direct legislator education, relationship-building, strategic communications, and timely advocacy at key decision points throughout the session. Equally important, sustained leadership and political investment created the conditions for success. Years of coalition building, political engagement, electoral work, and relationship-building helped ensure policymakers understood the impact charter schools have in their communities and were willing to listen when these threats emerged. Legislative victories are often the result of work done years before a vote is ever taken. 

Third, do not assume political headwinds determine outcomes. Illinois is a deeply blue state with powerful union opposition and entrenched political interests. Rather than accepting defeat, we focused on building bipartisan support and persuading Democratic legislators through authentic parent, educator, and school leader voices. Ultimately, enough legislators recognized the harm these bills would cause and stopped them in the final hours of session. 

The biggest lesson is that successful defensive campaigns require both discipline and persistence. By staying focused on students, maintaining a united coalition, investing in long-term political relationships, and consistently communicating what was at stake, we successfully defeated two of the most consequential threats to Illinois charter school law.

RESOURCES

PIE Network members, for resources, please contact Jodie Cantrell (Illinois Network of Charter Schools).

EdTrust, Educators for Excellence, National Parents Union (NPU)

Network Policy Pillar: Responsive Systems 

SUMMARY

This coalition helps the nearly 50 million public school students in America — especially those from low-income communities, students with disabilities, students of color, and students in rural areas — to retain access to federally funded programs, civil rights protections, and a fully functioning Department of Education, so they can receive a fair, fully funded, and equitable public education free from political interference.

Our policy and advocacy impacts 50,000,000 students.

WHY THIS WIN MATTERS

The Education Protection War Room (EdPWR) has defended the full architecture of federal education policy, including the Elementary and Secondary Education Act (ESEA/ESSA, 1965/2015), the Individuals with Disabilities Education Act (IDEA, 1975), Title VI of the Civil Rights Act (1964), and the federal appropriations infrastructure that funds public schools. These landmark laws and federal education programs represent decades of bipartisan progress ensuring equity, opportunity, and federal investment in every child’s education.

The federal infrastructure for public education represents America’s most durable commitment to educational equity. For students with disabilities, those in poverty, English learners, and students of color, federal funding and civil rights protections are the difference between access and exclusion. Beginning in early 2025, that infrastructure came under unprecedented attack: the administration moved to dismantle the U.S. Department of Education, withhold billions in appropriated funds, eliminate diversity, equity, and inclusion programs, use interagency agreements to transfer education offices and programs like the Office of Elementary and Secondary Education (OESE) and IDEA to agencies without education expertise, and redirect public dollars to private schools. 

EdPWR held the line and won: 

• Federal funding preserved: The FY26 budget rejected $12 billion in proposed education cuts (15% of the prior budget) and maintained grant funding streams. This was a direct result of Hill visits, joint statements, and sustained coalition pressure. 
• $7 billion in impounded funds released: When the administration withheld nearly $7 billion in appropriated funds—including afterschool and summer learning dollars—EdPWR mobilized parents, educators, and advocates until the administration relented. 
• Civil rights protections defended: In January 2026, the administration dropped its effort to weaponize Title VI to censor teaching about controversial topics, following legal defeats supported by coalition advocacy. 
• Department of Education preserved: Federal courts, including judges appointed by this administration, repeatedly blocked unlawful firings and ordered reinstatement of Department staff. These wins reflect 18 months of a coordinated defense by a coalition that refused to cede ground on America’s foundational commitments to its children.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

The Education Protection War Room (EdPWR) is a broad, nonpartisan coalition of more than 60 national and state organizations—spanning parents, educators, researchers, civil rights advocates, school leaders, and community groups—united around a shared commitment to public education. Its power lies in both diversity and discipline. Rather than requiring agreement on every policy question, EdPWR was built around what members share: opposition to dismantling federal education infrastructure, commitment to civil rights and equity, and belief in public accountability for public dollars. Facilitators re-ground members in shared goals at the start of every meeting, enabling rapid collective action in a fast-moving environment. 

The coalition deliberately leverages each member’s strengths. EdTrust leads on research and policy analysis. NPU mobilizes parent voices across 1.7 million members and 1,800+ affiliates. E4E channels teacher voice, conducting Hill visits with members of Congress. Other partners lead on legal strategy, communications, and digital organizing, allowing the coalition to respond on multiple fronts simultaneously. EdPWR has united constituencies that don’t always work together—parents and teachers, national organizations and local community groups, policy experts and digital creators. Through a TrendingUp partnership, the coalition engaged creators with millions of followers to reach new audiences. For example, the Not One Step Back Town Hall drew 1,000+ RSVPs and featured two Governors, a U.S. Representative, parents, educators, a student, and a district leader. E4E conducted targeted Hill visits with Republican members, and more than 10 Republican Senators joined Democrats opposing funding freezes, critical to the FY26 appropriations victory.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

EdPWR offers a replicable model for how coalitions can mount an effective defense in a rapidly shifting policy environment. Six lessons stand out: 

1. Build the infrastructure before you need it. EdPWRs ability to respond quickly to each new federal action depended on infrastructure built in advance: biweekly coalition calls with 30+ organizations, a shared resource bank, aligned talking points, and rapid response protocols. When crises hit, the coalition was ready to act.
2. Define shared principles, not shared politics. By focusing on a shared set of goals, EdPWR enabled organizations with different constituencies to act in unison—making it possible for 103 national organizations, 225 state and local organizations, and over 1,000 individual parents, educators, and community members to sign a single joint letter to Congress.
3. Elevate authentic voices, especially parents, educators, and students. EdPWRs most impactful moments came when real people spoke. Policymakers and the public respond to lived experience, and the coalition consistently created platforms for those voices at rallies, town halls, and press calls.
4. Match the tactic to the moment. EdPWR deployed different tools for different threats: joint statements for rapid response, Hill visits for legislative moments, town halls for public education, and digital toolkits for network amplification.
5. Make it easy for others to act. The coalition consistently reduced barriers to participation by providing call scripts, sample social posts, white-label videos, action alerts, and advocacy toolkits that member organizations could deploy with minimal lift.
6. Play the long game. The FY26 budget victory came after months of biweekly coordination, multiple Hill visits, joint statements from 30+ CEOs and executive directors, and sustained public pressure. Defensive wins require endurance.

RESOURCES

• Public Website: Protect Public Education 
• Press Call on Executive Order to Eliminate the Dept. of Education
• Rally to Protect Public Education
• Not One Step Back Town Hall
• Briefing: How Weakening the Office for Civil Rights Impacts Students and Families
• OCR Watch [webpage]

EdTrust in Texas, Teach Plus Texas, Texas 2036, The Commit Partnership, ExcelinEd

Network Policy Pillar: High Expectations 

SUMMARY

This policy helps Texas parents, educators, and policymakers maintain clear, comparable, standards-based information on how every school and student is performing. This allows them to continue to make informed decisions about their child’s education, target support to the schools and students who need it most, and hold school systems accountable for closing achievement and opportunity gaps.

Our policy and advocacy impacts 5,400,000 students.

WHY THIS WIN MATTERS

Since the 1980s, Texas has maintained a series of rigorous, statewide assessments. The current assessment program, the STAAR test, was first administered in 2011-12. The Texas A-F accountability system was first created in 2015 and then subsequently updated in 2017 and again in 2021 to ensure the state could intervene when schools failed to improve after five consecutive years.

Texas has built one of the most rigorous and transparent assessment and accountability systems in the country, including a commitment to rigorous statewide testing, a first-in-class parent dashboard that provides assessment results, and a strong approach to school supports. But, for the past several years, Texas has faced bipartisan criticism of its state test, with opponents urging the legislature to move toward nationally norm-referenced testing and arguing that the accountability system should be diluted with input-based, subjective indicators that would inflate school ratings and make it harder to understand which schools and students need the most support. In 2025, “eliminate STAAR” became one of the most popular promises at the Capitol. The leading vehicle to do this, House Bill 4, would have replaced Texas’s standards-based test with nationally norm-referenced exams that would have no guarantee of measuring Texas-specific standards and would have provided results that could not be compared across districts. 

The bill also adjusted the “Closing the Gaps” measure in the state’s accountability system (a measure of disaggregated performance by racial and income groups included in performance calculations) from 30% to just 5% of a school’s rating. With our own STAAR data showing only about half of Texas students meeting grade level in reading, math, science, and social studies — still below where we were before the pandemic — trading an honest yardstick for one that hides the problem would have hit Black and Latino students as well as students from low-income backgrounds hardest. Losing honest measurement and reliable, annual ratings would have taken away the only tool parents, educators, and policymakers have to see where kids are struggling and get them real help — at the exact moment Texas can least afford to fly blind on how our students are doing.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

Texas 2036, the Commit Partnership, EdTrust in Texas, Teach Plus Texas, ExcelinEd, and Center for Strong Public Schools built a cross-sector coalition throughout the session — business leaders, parents, teachers, and national assessment experts — knowing that “eliminate STAAR” was a popular message but that the substance underneath it was contested and not well understood, and lawmakers needed to hear an alternative and consistent message from multiple directions. 

Texas’ coalition hosted an Assessment & Accountability Lunch and Learn for legislative staff and stakeholders featuring a former superintendent (Dr. Jeannie Stone, Richardson ISD), a business leader (Dallas Regional Chamber), a classroom teacher (Dallas ISD), and a parent and accountability expert, to ground the debate in real voices instead of policy jargon. We also coordinated direct engagement efforts to shed light on the flaws of relying on nationally norm-referenced tests, built a campaign to debunk common misconceptions, and centered student proficiency and needs at every turn. These broad-scale supports were magnified by consistent Capitol visits, public testimony, and back-room negotiations to support a compromise that allowed legislators to “eliminate STAAR” while replacing it with a new, Texas standards-based test that provides educators with aligned interim assessments, delivers faster results to parents, and limits the overuse of benchmark testing.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

Because the fight spanned across a regular session, two special sessions, and three bills, no single organization could sustain the defense alone. The InvestEdTexas coalition facilitated a working group of advocacy organizations, business leaders, parent groups, and national assessment experts to align on messaging, coordinate testimony, and strategically divide the work. That infrastructure allowed the coalition to respond quickly across chambers, parties, and bills without losing coherence or leaving gaps in coverage. 

Sustained, coordinated testimony across both chambers over six months sent a consistent signal that the coalition was not going away. When lawmakers heard the same message from business, parents, educators, and equity advocates across every hearing, our voice became harder to dismiss as a narrow interest. Rapid-response materials gave every partner something credible to deploy when misinformation surfaced. A criterion vs. norm-referenced one-pager, a myths vs. facts sheet, an Assessment and Accountability 101 backgrounder, a comparison of state assessment models, and an A-F case study circulated across the coalition, so messaging was targeted and consistent, and rebuttal was never dependent on one voice being in the room. 

Public polling gave the coalition political cover. Two statewide voter polls documented landslide, bipartisan support for the final bill’s goals: 71% in favor of clear A-F ratings and 85% in favor of 48-hour results. Earned media reinforced the same message, including an op-ed and independent editorial board agreement in the Dallas Morning News, plus coverage in the Texas Tribune, Community Impact, and statewide outlets. Texas students still have an honest, standards-based assessment and accountability system that tells every parent, educator, and policymaker exactly how students are meeting grade-level expectations. That outcome belongs to a coalition that built and sustained its defense across multiple sessions.

RESOURCES

• HB 8 (89th Leg., 2nd C.S.) enrolled bill text
• Criterion vs. Norm Referenced One Pager 
• Assessment and Accountability 101
• HB8_myth v fact_090125.docx
• Criterion VS Norm Referenced One Pager 7.29.pdf
• A-tale-of-two-schools_One-Pager_03312025 (2).pdf

EdTrust-New York

Non-Network Partners: International Network for Public Schools, New York Civil Liberties Union, New York State Association for Bilingual Education, New York State Language and Education Rights Network (NYS-LERN)

Network Policy Pillar: Responsive Systems

SUMMARY

This policy helps undocumented and immigrant students to access tuition-free K-12 education regardless of immigration status, so they are protected from exclusionary practices or violations of their civil rights, and makes schools safe places where ICE can only enter with a judicial warrant.

Our policy and advocacy impacts 2,421,491 students.

WHY THIS WIN MATTERS

Our advocacy focused on protecting immigrant students’ access to school, shielding families from being asked for immigration information except when required by law, and requiring districts to develop protocols for non-local law enforcement. Although some protections already existed, the state needed additional codification to eliminate legal vulnerabilities, especially with the Supreme Court’s Plyler vs. Doe decision under threat at the federal level.

In recent years, efforts have grown to overturn Plyler v. Doe, 457 U.S. 202 (1982), the Supreme Court decision that guarantees access to K-12 public education for all children residing in the U.S., regardless of immigration status. The ruling held that the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution prohibits states from denying children an education based on immigration status. Despite this long-standing precedent, there is a coordinated effort to introduce dangerous legislation aiming to provoke a lawsuit that would help the Supreme Court overturn Plyler. 
This is not a hypothetical threat. As a state largely made up of immigrants, NY needed to prepare for an eventual challenge to the ruling. Several states introduced legislation inconsistent with the ruling, creating a direct path for legal challenges to be brought back to the Supreme Court in an attempt to narrow or overturn its holding. Opponents of Plyler have made their intentions to overturn the ruling clear. The threat to Plyler means that protections need to exist at the state level, but only a handful of states currently have strong safeguards in place.

Advancing these protections proactively in states like Illinois, Massachusetts, and New York could encourage other states to follow suit. Without a statute explicitly protecting the right of children to enroll in school tuition-free regardless of immigration status, the existing protections in NY could be eroded. Local policy implementation has been subject to misapplication, leaving students and families vulnerable. Many educators continue to lack clarity about what federal protections under Plyler require and how immigrant students’ education rights should be protected. Despite its immigrant population, NY still has a history of excluding immigrant students from educational opportunity. The state needed Plyler protections to be further codified to prevent future cases in a growing age of anti-immigrant sentiment.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

In Spring 2025, a statewide coalition was formed—the New York State Language and Education Rights Network (NYS-LERN)— to organize a state-level response to attacks on Plyler v. Doe. EdTrust-New York, International Network for Public Schools, and the New York State Association for Bilingual Education collaborated with the broader coalition, which was instrumental in mobilizing public support to codify Plyler. The coalition included immigrant rights advocacy organizations.

EdTrust-New York worked with Assemblymember Catalina Cruz to draft initial legislation. A bill was later introduced by Senator Shelley Mayer to codify protections for education for immigrant students. EdTrust-New York had previously met with Mayer to advocate for a bill to codify Plyler protections, since she represents a district with a large immigrant community. When Senator Mayer introduced the bill, EdTrust-New York secured Assemblymember Cruz’s sponsorship of the bill, brokering communication between their offices to get the bill sponsored in both houses. As a result of our advocacy, 5 Senators and 2 Assembly members signed on as co-sponsors of the bill.

The NYS-LERN coalition met to discuss the bill, working with organizations such as the National Immigration Law Center and the New York Civil Liberties Union to review it from national and state perspectives. Coalition members met with elected officials and the Governor’s team to show support for the bill. EdTrust-New York focused its advocacy on working with Governor Hochul to secure her support for the bill. The Governor’s team and the state’s Attorney General, Leticia James, signaled that a new bill might not be necessary given the existing statute. EdTrust-New York worked with EdTrust National to draft a memo providing legal analysis showing that the current statute was insufficient, given the likelihood of a Plyler challenge. This analysis was critical to convincing the Governor’s team that new safeguards had to be included.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

As in states such as Illinois and Massachusetts, the Plyler protections were codified in New York alongside broader protections for immigrants. Rather than a standalone education bill, the policy was successfully advanced in conjunction with a public push for state-level recognition of the risks that immigrants faced under the Trump administration and the large-scale chilling effect that federal immigration policies are having on all residents, not only those facing immigration enforcement.

Even in an affirmative state such as NY, where protections for immigrant students are comparatively robust, advocates made clear that those rights could not be taken for granted. A case still had to be made for why greater codification was necessary in the event that protections at the federal level are dismantled. It was still an uphill battle in New York. The broader immigrant rights community was understandably focused on immigration enforcement as a priority without a specific focus on Plyler. The Governor originally did not feel urgency to include Plyler protections, and many education advocacy organizations were unaware of the need for greater codification.
Groups that worked to protect immigrant students were resigned to giving up the fight this year and trying again next year. Navigating how to work with different constituents and political players required agile advocacy, using different approaches with each group, following cues from elected officials and the Governor’s team on when and how to push this over the finish line.

EdTrust-NY and the NYS-LERN coalition collaborated with immigrant rights advocates to support their cause, ensuring that the education protections would not undermine their efforts and gaining their support for Plyler protections. EdTrust-New York worked to raise awareness with non-immigrant rights organizations and advocates beyond the K-12 education space who did not know that immigrant students’ civil rights are currently under threat.

RESOURCES

• EdTrust-New York Backs Gov. Hochul’s Efforts to Defend Education Access for All Students, Regardless of Immigration Status
• Governor Hochul Highlights New Laws to Protect New Yorkers and Stand Against ICE Overreach
• Hochul moves to protect undocumented students’ right to public schooling as national challenges mount

A+ Education Partnership, ExcelinEd

Network Policy Pillars: Great Educators, High Expectations

SUMMARY

The Numeracy Act is Alabama’s comprehensive plan to improve mathematics instruction and supports for both students and educators. It strengthens the Alabama State Department of Education’s (ALSDE) ability to build the capacity of elementary educators with the goal of improving student math achievement. Implementation of this policy ensures that educators have access to the tools, training, and supports needed to deliver high-quality instruction and provide targeted interventions.

Our policy and advocacy impacts 333,794 students.

HISTORY & WHY THIS WIN MATTERS

The Alabama Numeracy Act was passed in 2022. Through the Office of Math Improvement at the ALSDE, full support and limited support schools were identified beginning in August 2022 with full support schools receiving intensive support in August 2023.

Foundational mathematics skills are critical for success in college, career, and life. In Alabama, only about one-fifth of students demonstrated proficiency on the 2021 Alabama Comprehensive Assessment Program (ACAP), and the state ranked near the bottom nationally on the 2019 National Assessment of Educational Progress (NAEP). These outcomes signaled not only an academic crisis, but also an economic challenge, limiting the state’s ability to attract and retain business and industry. In response, A+ Education Partnership elevated the urgency of Alabama’s math outcomes and advocated for the Alabama Numeracy Act as a comprehensive, statewide strategy to improve math instruction and student achievement.

A+ emphasized the need to build educator capacity across the system, including both instructional leaders and elementary educators, and to provide targeted support for young learners struggling with mathematics. Central to this effort was ensuring that educators develop strong foundational math content knowledge and use evidence-based instructional practices. A+ also advanced a key policy lever ensuring that all educators have access to high-quality instructional materials paired with curriculum-aligned professional development to enable educators to deliver high-quality math instruction.

As a result of this advocacy, the Alabama Numeracy Act established critical statewide infrastructure, including the Elementary Mathematics Task Force, the Office of Mathematics Improvement within the Alabama State Department of Education to lead implementation and support school improvement, particularly in full- and limited-support schools, and a statewide system of elementary math coaches to strengthen instructional practice and provide job-embedded support for teachers. Together, these policy and implementation efforts aim to improve instructional quality and ensure that all students build the strong mathematical foundations necessary for long-term success.

IMPLEMENTATION & EVOLUTION

Effective implementation is central to the success of the Alabama Numeracy Act. For A+ Education Partnership, policy passage marked the beginning of the work. Ongoing engagement with stakeholders across the state has been critical to identifying challenges and refining implementation in real time. A+ has supported the evolution of the policy by maintaining a continuous feedback loop between practitioners and policymakers. Through representation on the Elementary Mathematics Task Force and its role as a system-level partner, A+ has helped promote coordination and coherence, ensuring that multiple policy levers work together as a comprehensive strategy. 

This engagement also helped elevate school leadership as a key driver of implementation sustainability, recognizing the role of principals in supporting instructional change. As implementation has progressed, A+ has prioritized strengthening the quality and consistency of instructional practice, particularly by advancing the use of high-quality instructional materials (HQIM). Ensuring that more educators implement HQIM with fidelity remains a central focus, as these materials increase instructional rigor and promote system coherence centered on student learning. A+ has also emphasized the importance of pairing HQIM with curriculum-aligned professional development, enabling teachers to effectively deliver grade-level instruction without relying on supplemental materials that may lack rigor or alignment. 

In addition, A+ continues to advocate for sustained capacity-building across the system, including for teachers, math coaches, and instructional leaders. This includes supporting the use of data to inform instruction and monitor progress, ensuring that implementation improvements are grounded in evidence and contribute to continuous improvement. Through these efforts, A+ has helped ensure that implementation of the Alabama Numeracy Act remains responsive, coherent, and focused on improving student outcomes.

Recent data indicate meaningful progress in Alabama’s math outcomes following implementation of the Alabama Numeracy Act. Alabama is one of only two states performing above 2019 levels in mathematics. On the Education Recovery Scorecard, the state ranked 10th among 38 states in math growth, reflecting strong post-pandemic gains. Student performance on the National Assessment of Educational Progress (NAEP) also improved, with fourth-grade math scores increasing from 230 in 2022 to 236 in 2024. Alabama’s national ranking rose from 51st in 2019 to 32nd in 2024, marking the state’s highest ranking ever. Taken together, these outcomes demonstrate early evidence of improved instructional quality and student achievement, signaling progress toward sustained, system-level improvement in mathematics.

RESOURCES

• Alabama Numeracy Act: https://arc-sos.state.al.us/ucp/L0923406.AI1.pdf 
• Improving Math in Alabama – A+ Policy Portal: Improving Math in Alabama – A+ Policy Portal

BEST NC

Network Policy Pillars: Great Educators, Responsive Systems 

SUMMARY

This policy helps NC school districts redesign school staffing structures to create meaningful compensation and career advancement opportunities for highly effective educators, embed coaching for developing teachers, and increase student access to excellent instruction. It’s working: the 2026 NC budget nearly quadrupled ATR’s state investment to $40.9 million, the strongest legislative endorsement in ATR’s 10-year history.

Our policy and advocacy impacts 300,000 students.

HISTORY & WHY THIS WIN MATTERS

The ATR initiative was first established by the North Carolina General Assembly in 2016. The initiative traces its roots to a public-private pilot that began in Charlotte-Mecklenburg Schools in 2013.

North Carolina’s teacher pipeline challenge reflects a profession whose structure has not kept pace with other skilled fields. Advanced Teaching Roles (ATR) addresses this at its root by reimagining how schools are organized: enabling outstanding teachers to lead teams, earn meaningfully more, and extend their reach to more students without leaving the classroom — shifting schools away from rigid hierarchies and toward professional workplaces where teaching expertise is recognized, distributed, and rewarded. 

The impact is demonstrable. The Friday Institute’s October 2025 independent evaluation for NCDPI found ATR schools produced statistically significant positive effects on math and science scores — equivalent to approximately 1.04 months of additional learning in math between 3rd and 4th grade — with effects that grow stronger over time. New 2024-25 data from Public Impact shows Title I ATR schools with Certified Opportunity Culture School® status were 2-3x more likely to exceed learning growth expectations than comparable Title I schools. Of 222 certified Title I schools, 43% exceeded growth targets versus 21% statewide. 

When schools used Multi-Classroom Leader teams for four or more years with full reach to core subjects, 63% achieved school-wide high growth — 3x the rate of comparable schools. Teachers benefit too. Educators in advanced roles report high satisfaction, and ATR teachers are less likely to leave their schools — evidence this model retains the highly effective educators communities need most. 

As of this fall, ATR will reach 600+ schools across 37 districts, employing up to 5,000 Advanced Teachers who support around 20,000 classroom teachers statewide. With 16 more districts on the waitlist and expansion grants now totaling $7.5 million annually, the number of participating districts is projected to grow by nearly 50% within the year.

IMPLEMENTATION & EVOLUTION

As the state’s recognized authority on ATR, BEST NC has been integral to every stage of the initiative’s growth since it was introduced to the legislature in 2015 — and has been its most consistent champion through every legislative cycle since. Central to that role are BEST NCs ATR Sharing Sessions: quarterly convenings bringing together interested and implementing districts to exchange real-time lessons and surface promising practices. These sessions are the primary peer-learning infrastructure for ATR, ensuring what works in one district informs others — and that implementation challenges reach policymakers before they become systemic barriers. 

That feedback loop has directly shaped policy. When districts needed flexibility, BEST NC championed changes that grew grant funding to $5.5 million annually. When data showed ATR effects compound over time, BEST NC made the case for sustained investment. When Session Law 2023-134 codified salary supplements for Adult Leadership ($10,000) and Classroom Excellence ($3,000) roles, BEST NC translated those changes for districts through policy briefs and its newsletter. When researchers flagged widespread use of partial-release teachers limiting schoolwide reach, BEST NC moved to address it through policy refinement and new research (Senate Bill 1006). 

No other organization fills this role for ATR in North Carolina, underscored by the fact that NC’s current ATR Director is BEST NC’s former Vice President of Policy & Engagement, widely regarded as the nation’s foremost authority on Advanced Teaching Roles. That sustained advocacy produced its biggest victory yet: the 2026 NC Budget (S257) nearly quadrupled ATR salary supplement funding to $40.9 million, covering ~4,000 more teachers, while expansion grants grew to $7.5 million – projected to grow participating districts by nearly 50%, from 37 to 53.

The evidence base for ATR has grown substantially since 2016, with multiple independent data sources documenting sustained improvements at the student and teacher levels. 

• Student Academic Growth: The Friday Institutes October 2025 evaluation found ATR schools produced statistically significant positive effects on math and science achievement — equivalent to 1.04 additional months of learning in math between 3rd and 4th grade. Effects grow stronger over time, particularly in years 3-6, demonstrating that sustained adoption drives outcomes. 
• High-Growth Schools: New 2024-25 data shows certified Title I ATR schools were 2-3x more likely to exceed growth expectations: 43% exceeded targets vs. 21% of non-certified Title I schools. Schools with four-plus years of full-reach MCL implementation hit 63% schoolwide high growth — 3x comparable Title I schools. In Charlotte-Mecklenburg, approximately 70% of those schools exceeded growth targets. 
• Teacher Effectiveness and Retention: Math teachers in ATR schools showed significantly higher EVAAS scores than peers in comparable schools. Advanced Teachers are less likely to leave — strengthening retention of the educators communities need most. Teachers also reported having more time to do their work. 
• ATR Reach: As of this fall, ATR will reach 600+ schools across 37 districts (⅓ of the state), employing up to 5,000 Advanced Teachers who support around 20,000 classroom teachers statewide. With 16 more districts on the waitlist and expansion grants now totaling $7.5 million annually, the number of participating districts is projected to grow by nearly 50% within the year. At the current pace, ATR will be accessible statewide within five years.

RESOURCES

• BEST NC Advanced Teaching Roles™ landing page
• BEST NC ATR™ Policy Brief (2022)
• BEST NC ATR™ Policy Brief Exec Summary (2025)
• Friday Institute ATR™ Evaluation Report (October 2025)

EdAllies, Educators for Excellence, Great MN Schools

Network Policy Pillars: Great Educators, High Expectations 

SUMMARY

This policy helped Minnesota significantly improve statewide early literacy instruction, ensuring every aspiring teacher in the state is trained in a program aligned to the science of reading. Thanks to diligent implementation of the Read Act, NCTQ reports a 232% increase in the number of Minnesota teacher preparation programs whose instruction adequately meets all five core components of reading instruction.

Our policy and advocacy impacts 873,175 students.

HISTORY & WHY THIS WIN MATTERS

Strong teacher preparation is essential to ensuring the next generation of teachers understand scientifically based reading instruction, and Minnesota has moved the needle on the impact and quality of our local programs. In 2023, Minnesota passed the READ Act: a landmark literacy law aimed at getting better reading outcomes for students. The law advanced best practices in literacy instruction, curriculum, and teacher preparation. At the time of passage, only 28% of Minnesota’s prep programs adequately addressed all five core components of reading instruction according to the National Council on Teacher Quality (NCTQ). 

At the same time, only 32% of Minnesota 4th graders read proficiently based on the National Assessment of Education Progress, with historically underserved students faring even worse. Passing the READ Act was just the first step to addressing this. Implementation has been a major focus for a dedicated contingent of local partners, including EdAllies, Great MN Schools, and Educators for Excellence—who shepherded the work through advocacy, coalition building, and leveraging educator voice. 

Advocates built partnerships with the Minnesota Professional Educator Licensing and Standards Board (PELSB), the Hunt Institute’s Path Forward Coalition, the Higher Education Literacy Partnership, the Minnesota Department of Education, and legislative champions to track implementation and secure continued investment and additional supports in both 2024 and 2025 to align teacher preparation with the science of reading. This June, NCTQ released an updated report, and thanks to hands-on implementation efforts, investments in teacher preparation programs, and the continued focus of advocates, 93% of MN prep programs now adequately addressed all five core components of reading instruction—an increase of 232% in three years. While reading proficiency is still lagging—61% of 4th-grade students read at or above a basic level—that number has increased since 2023.

IMPLEMENTATION & EVOLUTION

In 2023, Minnesota passed the READ Act—a bill that made sweeping changes to literacy training for teachers to better align instruction with evidence-based practices. As with most major policy reforms, there were a few next steps to advance the work and ensure students master reading in the early grades. EdAllies, Great MN Schools, Educators for Excellence, and a variety of local partners pushed for significant updates in 2024, 2025, and 2026—from funding to develop culturally competent literacy materials to professional development stipends. Much of this work focused on clarifying required literacy training for licensure and re-licensure of educators, and an expanded list of people and organizations that can provide professional development. 

Advocates and teacher leaders also pushed for updates to local literacy plan requirements and more information on reading performance for students in dual language immersion programs. This work ultimately led to the retraining of more than 30,000 active teachers and a renewed focus on ensuring teacher preparation was aligned with best practices. Spurred by these collective efforts, PELSB, the agency in charge of approving teacher preparation programs, began an audit of all 165 Minnesota-based elementary, early childhood, reading, and special education programs. This work identified programs with ineffective practices and misaligned philosophies on teaching students to read, which led to the changes within programs in order to continue to be sanctioned to prepare teachers. 

This accountability is what ultimately led to the improvements shown in the 2026 NCTQ report. This work would not have come to fruition without the multi-pronged advocacy and a sector-wide effort to track implementation and translate policy to practice. Advocates worked hand-in-hand with policymakers, educators, and community leaders to ensure that not only was the Read Act passed, but progress was made every year since its passage to better optimize outcomes.

At the time the READ Act passed, only 28% of Minnesota’s teacher prep programs adequately addressed all five core components of reading instruction according to the National Council on Teacher Quality (NCTQ). According to a newly updated report from NCTQ, as of June 2026, 93% of MN prep programs now adequately addressed all five core components of reading instruction.” This represents an astounding increase of 232% in three years. 

These rapid improvements did not happen by chance or without outside pressure and coordination between both advocates and policymakers. In fact, many programs were initially resistant to the goals and requirements of the Read Act. Due to effective legislation, agency oversight with advocates in the wings, and ongoing accountability, Future Minnesota educators will be better prepared to provide all students with quality literacy instruction on day one of their careers.

RESOURCES

• READ Act
• Strengthening Minnesota’s Implementation of the Science of Reading through Teacher Preparation
• Teacher Prep Review: Strengthening Elementary Reading Instruction 
•  A Call to Action on Literacy in Minnesota: Recommendations By Minnesota’s Path Forward Literacy Team – EdAllies 
• From buy-in to breakthrough | Educators for Excellence

Empower Schools

Network Policy Pillars: High Expectations, Innovative Options, Responsive Systems

SUMMARY

This policy helps rural high school students in small Texas districts access high-quality college and career pathways to earn college credit and industry-recognized credentials, pursue postsecondary education, enter high-demand careers, and build long-term economic prosperity.

Our policy and advocacy impacts 375,000 students.

HISTORY & WHY THIS WIN MATTERS

R-PEP was originally enacted in 2023 through House Bill 2209 (88th Texas Legislature), which created a $5 million allotment to incentivize rural districts to collaborate on college and career pathways. In 2025, the Texas Legislature significantly expanded the program through House Bill 2 and House Bill 120 (89th Texas Legislature), raising the funding cap to $20 million and adding a $5 million grant program for dedicated planning and implementation support.

Rural Texas students have long faced a structural ceiling on their futures. A small district cannot offer the breadth of pathways that prepare students for the full range of high-wage, high-demand careers in their region. Equipment costs are prohibitive. Credentialed instructors are hard to recruit and harder to retain. As rural enrollment declines, budgets tighten, and opportunities shrink further. The result: rural students graduate with fewer options, rural schools face consolidation, and rural communities lose the talent pipelines they need to thrive. R-PEP solves this at the regional level. By incentivizing districts to pool capacity — sharing instructors, equipment, facilities, and higher education and employer relationships — R-PEP enables partnerships to build what no single district could sustain on its own. 

Since 2023, Texas has grown from 3 R-PEPs to 13, from 10 districts to 43, from 17 pathways to 40+, and from 1,800 to 10,400 rural high school students served. More than 600 Texas schools are eligible for R-PEP, collectively serving more than 375,000 students. R-PEP has also helped rural communities, historically underserved by philanthropy, attract $8 million in investment from foundations to support the work. The impact is already measurable. 

Since launching in 2019, the Rural Schools Innovation Zone (RSIZ) — the first R-PEP — has achieved nearly a 4x increase in dual credit attainment, a 10x increase in industry certification attainment, and consistently outperforms state averages on College, Career and Military Readiness (CCMR), graduation rates, and Texas Success Initiative metrics. This is what sustained, high-quality implementation looks like — and it is replicating across Texas.

IMPLEMENTATION & EVOLUTION

Empower Schools has been embedded in R-PEP implementation since before the program existed — first as the technical assistance provider for the Rural Schools Innovation Zone (RSIZ), the original collaborative whose results inspired R-PEP legislation, and then as a planning and implementation partner to all thirteen currently designated R-PEPs. That continuity — from proof point to policy to scale — has given us a distinctive vantage point on how the program functions in practice. 

Two concrete examples shaped the 2025 expansion through HB 2 and HB 120. First, we identified that the original $5M statewide funding cap would run out as new R-PEPs launched and that no planning funds existed — the cap was raised to $20M, including $5M for planning. Second, we found that the 1,600-student enrollment threshold was creating unintended barriers: districts approaching the ceiling worried that modest growth would disqualify them from R-PEP funding, disincentivizing regional collaboration. The updated policy ensures benefits continue even if a district grows beyond the threshold. In both cases, Empower brought these findings to policymakers not just as outside advocates, but as partners with years of on-the-ground experience and the voices of superintendents, regional directors, and students behind us. We worked closely with partner organizations, legislative allies, and regional champions to identify implementation challenges, build consensus around solutions, and translate field-level learning into actionable policy recommendations. We have sustained ongoing engagement with TEA to inform iterative refinements to implementation guidance, particularly around coordinating entity roles, funding alignment, and the operational structures required to deliver cross-district pathways at scale.

The clearest evidence of R-PEPs’ sustained impact comes from the Rural Schools Innovation Zone, the original collaborative that has now operated long enough to show multi-year longitudinal outcomes across multiple pathways. Since the RSIZ launched in 2019-20, outcomes in the founding districts have transformed. CCMR has risen from 73% to 90%. Dual credit attainment has nearly quadrupled, from 15% to 56% — double the state average. TSI readiness in math and reading has climbed from 35% to 60%. Industry-based certification attainment has grown from 4% to 33%. These gains span a wide range of pathways and credentials. In 2023-24, RSIZ students earned 58 healthcare certifications (Patient Care Tech, CMA, EKG Technician, Phlebotomy), 56 trades certifications, including Electrical Levels 1 & 2, NCCER Core, and multiple welding credentials — plus one Associate’s Degree in welding earned while still in high school. Students in the STEM Discovery Zone earned FAA drone pilot certifications. The Grow Your Own Educator Academy is producing the next generation of rural teachers. RSIZ graduates attend 30+ colleges and universities — and several enter the local workforce immediately upon graduation. 

Newer R-PEPs demonstrate what this model produces when it reaches new regions and sectors. While other R-PEPs are not yet mature enough to produce comparable longitudinal outcomes, they have seen promising leading indicators. The Permian Basin Innovation Zone (PBZ) had its first six students graduate with their Associate’s Degree in Welding Technology. The Falls County Career Collaborative will expand to include an additional Cybersecurity pathway, fully supported and funded by Baylor. Many districts have also added industry partners, expanding work-based learning opportunities. Most importantly, this program protects rural communities from consolidation — the talent pipelines R-PEPs generate can create generational change for rural communities and the schools at their center.

RESOURCES

• Rural Pathway Excellence Partnership Program
• HB8 – RPEP One Pager
• TX R-PEP Policy_ Updated Aug 2025.pdf 
• Text for 88(R) HB 2209 
• Text for 89(R) HB 120

State Collaborative on Reforming Education (SCORE), TNTP

Network Policy Pillars: Great Educators, High Expectations 

SUMMARY

The Tennessee Literacy Success Act (TLSA) – and SCORE and TNTP’s implementation – has played an essential role in supporting schools, districts, and education preparation programs (EPP) across Tennessee to improve educator preparation, better support existing teachers, and implement high-quality instructional materials (HQIM) connected to coherent instructional visions that ensure stronger literacy instruction and improved student reading outcomes across the state.

Our policy and advocacy impacts 450,000 students.

HISTORY & WHY THIS WIN MATTERS

Literacy unlocks opportunities. Students who cannot read proficiently by the end of third grade are four times less likely to graduate high school, severely limiting their long-term outcomes. In 2021, Tennessee confronted this challenge head-on by passing the Tennessee Literacy Success Act (TLSA)—mandating specialized teacher training, universal reading screeners, targeted interventions, and high-quality instructional materials (HQIM) rooted in the science of reading. Passing policy is only one step; strong implementation changes lives. Over the last five years, SCORE and TNTP have driven statewide efforts across multiple levels of the ecosystem to turn this landmark legislation into a reality for Tennessee students. 

To bridge the gap between state policy and local classroom practice, SCORE and TNTP built an implementation infrastructure capable of reaching students in every corner of the state. 

Transforming the K-12 Classroom: In partnership with the TN Dept. of Ed., TNTP scaled its on-the-ground support, now supporting 59 districts through its Early Literacy Network (ELN) and 40 districts in its Literacy Implementation Networks. Through classroom observations of ELN teachers, TNTP saw a 10% growth in lessons reflecting necessary instructional shifts from SY22 to SY23. Now, the new 2026 state assessment data show the impact: 3rd-grade reading proficiency has increased by 9.2 percentage points since the TLSA’s passage. 

Reimagining Teacher Preparation: SCORE and TNTP also launched the Lead In Literacy Network, uniting EPPs and local districts to fundamentally reshape how new teachers are trained to teach reading. This structural shift ensures that the caliber of Tennessees educator workforce strengthens over time as more highly qualified teachers enter the profession. By coupling bold, evidence-based policy with statewide implementation support, SCORE and TNTP built a sustainable ecosystem that is driving early literacy gains for a generation of Tennessee students.

IMPLEMENTATION & EVOLUTION

Since 2021, SCORE and TNTP have worked to translate the TLSA’s science of reading vision into effective classroom practice, evolving the strategy from an initial legislative framework into comprehensive statewide implementation. TNTP met the moment by expanding its technical assistance efforts across the state. In partnership with the TN Dept. of Ed. (TDOE), TNTP has now supported 59 districts through its Early Literacy Network and 40 districts in its Literacy Implementation Networks, providing tailored support, trainings and classroom walkthroughs. TNTP also partnered with TDOE through the Reading 360 initiative, delivering comprehensive training to 30,000 Tennessee educators by 2022. 

This collaboration continues, emphasizing a sounds-first approach through both asynchronous research modules and facilitated in-person training. These efforts have proved effective: 97.7% of in-person participants now feel equipped to implement these skills, and a recent report found that at-risk K-1 readers taught by trained teachers significantly outperformed their peers. In tandem with this scaling, state leaders reinforced the policy framework in 2022 by codifying annual implementation reviews and increasing EPP accountability through public reporting of reading exam pass rates. 

As the implementation matured, we pioneered further structural evolutions to deepen the policy’s impact: 

• Teacher Prep: We launched the Lead In Literacy Network, convening EPPs and partner districts to align teacher preparation coursework and candidate field experiences with Tennessee’s expectations for HQIM. 
• Instructional Coherence: We facilitated a pilot in Knox County that aligned intervention materials with classroom HQIM that led to students gaining 1.3 additional months of learning. – Strategic Staffing: To sustain high-quality literacy instruction, SCORE’s TN Strategic Staffing Network is scaling from 6 schools in SY26 to 30 schools with 72 teacher leaders supporting 275+ teachers in SY27.

In Tennessee, we’ve proved that combining evidence-based policy (the passage of the Tennessee Literacy Success Act) with rigorous multi-system implementation can yield transformative results. These outcomes demonstrate sustained growth in both teacher quality and student success – with Tennessee’s students as the biggest winners. 

Statewide Student Outcomes: The 2026 Education Scorecard release highlighted Tennessee as the #4 state in the nation in reading growth since 2022. This growth aligns with strong gains on the 2024 National Assessment of Educational Progress, on which recent analysis shows Tennessee as the #1 state in the South – driven by strong improvements in literacy. 

Improvements in Teacher Quality: Our state’s student growth is underpinned by improvements in teacher readiness across the state. This year’s National Center on Teacher Quality (NCTQ) assessment highlights that the share of Tennessee’s EPPs receiving A/A+ ratings for curricular alignment to the science of reading has doubled since 2023. This is especially true for EPPs in SCORE and TNTP’s LIL Network – 100% have either increased their NCTQ rating by at least 2 levels or achieved an A/A+. These are not just improvements seen on paper – they’re translating to real outcomes in teacher preparedness. LIL Network EPPs graduates’ first-time pass rate on the newly required Tennessee Early Literacy Assessment (TELA) was 45% (compared to 34% statewide). And nearly a third (31%) of candidates who passed the TELA on their first try were from LIL EPPs, despite their overall share of the testing pool being only 10%. SCORE and TNTP’s strategic implementation approach targeting new teacher readiness, strategic staffing, and instructional coherence is not just working – it’s transforming outcomes for students and experiences for teachers from corner to corner of Tennessee.

RESOURCES

• TN Legislation & Guidance: 
  • https://ow.ly/wbcT50ZhChi 
  • https://ow.ly/2tu050ZhCjs 
  • https://ow.ly/ZVwO50ZhCiq 
• TNTPs Early Reading Impact: https://ow.ly/A7RE50ZhBCq 
• LIL Network: 
  • https://ow.ly/GRRc50ZhC6y 
  • https://ow.ly/Lx2q50ZhC7r 
  • https://ow.ly/kzL550ZhC8J 
• Strategic Staffing Network:
  • https://citel.teachplus.org/
  • https://ow.ly/Kxc150ZhC9g 
• Instructional Coherence Efforts: 
  • https://ow.ly/U0P350ZhC9A 
  • https://ow.ly/lNMY50ZhCbr 
  • https://ow.ly/BM0G50ZhCel 
  • https://ow.ly/rllg50ZhCfH

EdTrust-West

Original Category: Most Actionable Tools & Research

Network Policy Pillar:  High Expectations

RESOURCE:

Black Student Success Data Tool

SUMMARY

This research or tool helps local advocates and organizers to ground campaigns, conversations, and calls to action in data so they can leverage the insights to mobilize communities and demand change from Los Angeles Unified School District (LAUSD) and its schools. This research tool helps parents, families, and community members to see how well their child’s school is supporting Black students so they can leverage the data to ask informed questions, advocate for stronger student supports and resources for their community.

WHY THIS RESEARCH MATTERS

Black students in LAUSD deserve schools where they feel safe, supported, and academically challenged. Yet statewide and district trends show persistent gaps in achievement, discipline, and access to college and career-ready coursework. When data revealing these gaps is accessible, communities are better equipped to hold systems accountable and push for change. The Black Student Success Data Tool shows how LAUSD schools serve Black students, using publicly available data on school experiences, academic outcomes, and BSAP funding. Designed for advocates, families, and community members, it helps users monitor progress, identify gaps between student groups, and push for accountability. We’ve compiled data from LAUSD and the California Department of Education into interactive dashboards that can help answer questions like:

• How are Black students in LAUSD experiencing school, and how are they performing academically districtwide and at individual schools?
• How do Black students’ experiences and outcomes compare to those of their peers?
• How have the school experiences and academic outcomes of Black students in LAUSD changed over time?
• How are BSAP funds being used, and what are they being spent on?
• What patterns emerge in achievement, school experience, and BSAP spending across schools? 

By making this data easier to access and interpret, the tool helps users hold the district and individual schools accountable for using BSAP funds to support Black students’ academic success and positive school experiences.

THREE ACTIONABLE TAKEAWAYS:

1. Our Black Student Success Data Tool shows that Black students continue to experience lower academic outcomes and higher rates of discipline and disengagement across LAUSD.
2. In 2023-24, LAUSD spent only 74% of its Black Student Achievement Plan (BSAP) budget, leaving nearly $80 million in targeted funding for Black students on the table.
3. At the school level, the pattern is uneven: while many schools used most of their BSAP budget allocation, several campuses spent none of their BSAP funds, limiting Black students access to the expanded supports and programming the dollars were intended to make possible.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH:

While none of our primary collaborating organizations are PIE Members, EdTrust-West did work closely with several community partners who participated in focus groups to help guide the creation and design of the tool, including: Community Coalition, CADRE, InnerCity Struggle, ACLU Southern California, Catalyst California, Reclaim Our Schools LA, and Dr. David C. Turner III at UCLA. In addition, nearly 50 community partners joined a webinar to learn how to use the tool to advance their local advocacy efforts.

UNDERSTANDING REACH & IMPACT

The Black Student Success Tool has had 400 users and 1000 views since release (March 9) on our website and 1880 views directly on Tableau.

Teach Plus New Mexico, NewMexicoKidsCAN, Public Charter Schools of New Mexico

Original Category: Best Collaboration

Network Policy Pillar: Great Educators

SUMMARY

This policy helps future educators and school systems strengthen mathematics instruction through better teacher preparation, professional learning, and early intervention so every student has a stronger foundation for long-term success in mathematics and economic mobility.

Our policy and advocacy impacts 300,000 students.

WHY THIS WIN MATTERS

This win matters because New Mexico students need stronger math instruction starting in the earliest grades. SB 29 helps address this by improving how future elementary teachers are prepared to teach math and by creating stronger supports for current teachers and students. The policy requires stronger math preparation for elementary teachers, a statewide math instructional leadership framework, district math professional learning plans, and K–3 math screening and support for students who need extra help. This is important because too many students struggle with math before they have the foundation they need for later grades, college, careers, and economic mobility. SB 29 helps New Mexico move from short-term fixes to a stronger statewide system that prepares and supports teachers so students receive better math instruction from the start.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

This collaboration was uniquely powerful because it united classroom educators, state agencies, higher education, legislators, and education organizations—including three New Mexico PIE Network members— around a shared commitment to strengthening elementary mathematics instruction. Following the 2025 legislative session, there was broad recognition that New Mexico needed a stronger, more collaborative approach to improving how future elementary teachers are prepared to teach mathematics. Teach Plus New Mexico contributed by ensuring educators had a meaningful role throughout the process. Policy Fellows and elementary teachers participated in focus groups to identify challenges and practical solutions, resulting in an educator-informed policy memo that helped strengthen advocacy efforts. Teacher leaders also developed their advocacy skills, met with legislators and education leaders, testified during committee hearings, participated in a radio interview, and hosted a public screening of Counted Out that brought together more than 70 educators, policymakers, higher education leaders, and community members to elevate the conversation around mathematics education. At the same time, NMPED worked closely with the bill sponsors and numerous statewide partners to shape and advance the legislation. Higher education leaders, advocacy organizations, and other education partners contributed expertise, provided testimony, and helped build broad support for the bill. Each partner brought a unique perspective and area of expertise, creating a stronger policy than any one organization could have developed independently. The collaboration succeeded because it combined educator voice, partner organizations, agency leadership, and legislative partnership around a common goal. Rather than advocating from separate perspectives, partners worked together to strengthen the legislation and improve outcomes for future teachers and the students they will serve.

Teach Plus staff and teacher leaders worked alongside NMPED, bill sponsors, legislative staff, and statewide education organizations to advance SB 29 through multiple House and Senate committees. Partners met regularly to align strategy, coordinated testimony and legislative outreach, and engaged directly with lawmakers to build support and move the bill through the legislative process. Together, we achieved a stronger policy than any one organization could have accomplished alone.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

Our biggest lesson is that successful policy campaigns begin with authentic educator voice. Teachers should not simply be asked to support legislation after it is written—they should help identify the problem, shape solutions, and share how policy will impact students and classrooms. Their credibility and lived experience create trust with policymakers and strengthen the policy itself. 

We also learned the importance of maintaining a consistent message. Throughout the campaign, partners stayed focused on what was best for students rather than protecting the status quo or advancing individual organizational priorities. A shared, student-centered narrative helped build broader support across policymakers and stakeholders. 

Finally, effective coalitions require intentional organization. Partners were clear about roles, responsibilities, and communication, allowing each organization to contribute its unique strengths while reinforcing common goals. This coordinated approach strengthened relationships, avoided duplication, and created a unified advocacy effort that ultimately led to a stronger policy and a successful legislative outcome.

RESOURCES

• Fellows Memo: Strengthening Math Training in Teacher Preparation Programs: Recommendations from Teach Plus New Mexico Policy Fellows
• SB 29 FIR Text for Senate Bill SB0029
• Teach Plus New Mexico Applauds Passage Of Senate Bill 29 To Strengthen Math Education
• Teach Plus New Mexico looks to improve math comprehension for teachers and students | KSFR

HawaiiKidsCAN

Original Category: Game Changer Campaign of the Year

Network Policy Pillars: High Expectations, Responsive Systems

SUMMARY

With the passage of HB1891 in the 2026 legislative session, Hawaii is helping all Hawaii public school students, especially those with dyslexia, finally get the support they need to learn to read effectively. This policy impacts more than 165,000 students in the Hawaii public school system. In particular, this policy will positively impact the nearly 80,000 students who are not reading proficiently, and the estimated 16,000 to 30,000 who may have dyslexia.

Our policy and advocacy impacts 165,000 students.

WHY THIS WIN MATTERS

As a state not on the typical Education Reform map and geographically isolated, Hawaii is often excluded from discussions of kids’ and families’ needs. A member of the 50CAN network, HawaiiKidsCAN plays an outsized role in translating policy advances in other states to a local context. In the case of literacy, HawaiiKidsCAN has led the charge in elevating the Science of Reading, student outcomes, and educator preparation. 

By mobilizing other organizations focused more generally on grassroots family literacy, HawaiiKidsCAN has been able to lead a coalition that is unapologetic about pushing the state to keep up with policy advances made in places like Mississippi and Louisiana, which are seen as political opposites to deep-blue Hawaii. Fueled by conversations with PIE Network members and breakthroughs like the Sold A Story podcast, HB1891 is the culmination of several years of focused work by HawaiiKidsCAN. 

In 2024, HawaiiKidsCAN organized a presentation by literacy advocate Kareem Weaver to the Hawaii State Board of Education, which led to the adoption of Literacy Levers at the Hawaii Department of Education. In 2025, HawaiiKidsCAN set out to ensure key components of these goals were protected in statute. To achieve this, the small but mighty team of two set out to expand their coalition of nonprofits, families, students, educators, and experts through a series of documentary screenings, talk story sessions, and community outreach efforts to more than 2,500 individuals. 

In the 2026 legislative session, HawaiiKidsCAN generated a record-breaking nearly 300 pages of testimony in support for HB1891, which ultimately passed and became law. They also supported powerful student advocates in sharing their stories of struggling with literacy, giving voice to a segment of Hawaii’s population that is often left out and left behind. This win builds upon decades of effort by dyslexia advocates. Without HawaiiKidsCAN, Hawaii very likely would have remained the last state without such a policy for years to come.

WORKING ACROSS LINES OF DIFFERENCE & COALITIONS

Partnership and collaboration are at the core of successful efforts in a place as tightly bound together as Hawaii, and HawaiiKidsCAN has always focused on building strong coalitions. To support HB1891 and in the years leading up to the bill, HKC worked with a wide range of partners, including the Hawaii State Literacy Coalition, Hawaii Department of Education, Hawaii State Library System, Hawaii State Board of Education, Teach For America Hawaii, International Dyslexia Association Hawaii branch, Reading League Hawaii, the American Academy of Pediatrics Hawaii branch, ExcelinEd, Lexia, Fulcrum, Chaminade University, NAACP Hawaii Chapter, Early Childhood Action Strategy, and many individual advocates. 

Hawaii has a strong local network of stakeholders dedicated to empowering people with the skills and resources to strengthen their literacy, particularly for those who struggled to learn using non-evidence-based approaches. But HawaiiKidsCAN saw a need to unite these dispersed grassroots efforts in the service of pursuing systemic change so that every student can access high-quality learning, no matter their zip code. The breadth of voices and decades of collective experience gathered under a single cause created a groundswell that elevated HB1891 to the top of a long list of policy priorities at the legislature. 

As one of over 3,000 measures introduced in the 2026 session, HB1891 also relied on HawaiiKidsCAN’s strong partnerships with the leaders of the House and Senate education committees to advance. The bill maintained strong bipartisan support throughout the session, ultimately passing the House and Senate by 75-1. Strong relationships with local media partners also ensured that the story of the movement behind HB1891 was shared broadly within the community across the islands. All main media outlets in the state, including Hawaii Public Radio, Honolulu Civil Beat, Honolulu Star-Advertiser, and Hawaii News Now, picked up the feature.

ADVOCACY STRATEGIES & TACTICS USED TO BUILD & EXECUTE A WINNING CAMPAIGN

While national momentum on literacy made elevating literacy a timely priority, the HawaiiKidsCAN team kept partnerships and messaging hyper-local to ensure that the purpose and responsibility for HB1891 were only ever focused on local needs and outcomes. While the Literacy Levers that inspired HB1891 can trace their roots to policy successes in states like Mississippi, HawaiiKidsCAN framed the fight for literacy in Hawaii as a demand that the islands reclaim their place at the forefront of literacy, just as it held in the 19th century when the Hawaiian Kingdom led the world in literacy rates. 

By highlighting a narrative that people could take pride in, showing a politically viable path forward, and mobilizing a deeply embedded community of supporters, HawaiiKidsCAN ensured the why, how, and when of HB1891 were clear to all stakeholders. 

At the same time, in a diverse, politically Democratic state like Hawaii, HawaiiKidsCAN navigated a wide range of potential challenges. In particular, we appealed to the fundamental human right of literacy as opposed to a top-down “English first” approach that minimizes the vibrant multilingual cultures in our community. We also engaged directly with leaders from the Hawaiian Immersion space to identify exceptions that would not conflict with the needs of Hawaiian Language Immersion schools. 

We also avoided calling out educators or the state teachers’ union, which privately supported the bill throughout the legislative session. HawaiiKidsCAN worked to expand the number of informed policymakers in the legislature through Capitol policy events to raise awareness of key priorities such as literacy, math, and workforce development. We are proud that our approach to effective advocacy straddles national partnership and best practices with an unapologetically hyper-local focus. At a time of great national political division, we believe we are charting a course of pragmatic action on behalf of our kids.

RESOURCES

• HB 1891: DOE; Dyslexia Screening; Universal Screening; Evidence-Based Interventions; Teacher Professional Development | Digital Democracy 
• https://bit.ly/4gCZkyw 
• https://bit.ly/4eGh7lO 
• Beth Fukumoto: Legislature Is Doing The Right Thing On Dyslexia – Honolulu Civil Beat 
• Column: Hawaii can lead the world in literacy, again | Honolulu Star-Advertiser 
• ‘Every kid is different’: State eyes universal dyslexia-sensitive screenings across Hawaiʻi public schools

Tennesseans for Student Success

Original Category: Most Actionable Tools & Research

Network Policy Pillars: High Expectations, Great Educators, Innovative Options, Responsive Systems 

RESOURCES

• Tennessee Firefly
• 2026 Tennessee Governor’s Race Tracker
• Firefly story putting candidates on the record: Sen. Blackburn Expresses Support for Public Charter Schools and Open Enrollment | Tennessee Firefly
• Firefly story holding leaders accountable: Charter Approval May Take Music City Miracle | Tennessee Firefly

SUMMARY

This tool helps lawmakers better understand the impact of policy so that they can vote for legislation that helps students succeed and vote against harmful bills. This tool helps parents better understand education policy and options, like charter schools, so that they can make the best decisions for their children and in the voting booth.

WHY THIS RESEARCH MATTERS

Polling has shown that parents in Tennessee aren’t always aware of how well their child is doing in school or what options like charter schools are. This challenge is exacerbated by a declining staff in traditional newsrooms and journalists who rarely cover education and, when they do, frequently exhibit bias against charter schools and testing. The Firefly addressed this knowledge deficiency over the last year by filing nearly 100 stories on charter school issues, along with frequent coverage of proposed changes to testing requirements and teacher evaluations, and key decisions by elected leaders that would otherwise be missed. The Firefly has also held elected leaders accountable for misrepresenting charter school achievement in their district and for voting against education reforms that would have given parents more options for their children. This year, the Firefly has played an important role in putting 2026 gubernatorial candidates on the record on key issues like charter school facilities funding, open enrollment, and proposed testing and teacher evaluation changes. These are not issues that traditional media will usually touch. The work the Firefly does helps change public opinion and serves the overall communications strategy of Tennesseans for Student Success by promoting lawmakers who champion student-centered education policies and putting candidates on the record on whether they support or oppose the interests of children.

THREE ACTIONABLE TAKEAWAYS

1. The Firefly has grown to average roughly 30,000 unique visitors a month. This proves that there is a genuine interest from the public in reading school reform content if you provide them with a place to access it.
2. Lawmakers and candidates frequently share Firefly content on social media, including multiple stories that saw 12+ shares each in 2026. This confirms that lawmakers can be helpful in messaging strategies if you provide them with the type of content (news stories) that they are accustomed to sharing.
3. All 3 major gubernatorial candidates took on the record positions on open enrollment, testing, and accountability, and charter school facilities funding through Firefly content. These are not issues that anyone would have likely taken a position on otherwise, and it’s an example of how a tool like this can help set the agenda.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH

The work of the Firefly has been a useful tool to elevate the research and polling of multiple Tennessee-based PIE Network Members. SCORE and the Tennessee Charter Center have released multiple research projects on charter schools, higher education funding, and other issues that the Tennessee Firefly has elevated to a larger audience in 2025/26. Similarly, Tennessee CAN has produced polling on school choice topics that we have elevated to a larger audience during this time period.

UNDERSTANDING REACH & IMPACT

We have quantified the reach through our web page numbers. We ended June 2026 with 30,000 unique visitors. Since August 2025, the Firefly website has received just under 165,000 page visits.

Parents Amplifying Voices in Education (PAVE)

Original Category: Best Implementation

Non-Network partners: Center for Strong Public Schools

Network Policy Pillars: Innovative Options, Responsive Systems

SUMMARY

This policy helps children in DC by creating THE FIRST parent-selected public charter school on Joint Base Anacostia-Bolling. LEARN DC is on the base, but ~25% of students are non-military and live in the neighboring community outside of the gates. LEARN DC provides a high-quality education of choice that meets the unique needs of children of military and Ward 8 families, both of whom are often transient due to challenges like military orders and generational poverty.

Our policy and advocacy impacts 318 students.

HISTORY & WHY THIS WIN MATTERS

• March 2016: Military Installation Public Charter School Amendment Act of 2016 passed, allowing for the establishment of a school in Ward 8 where 50% of seats would be reserved for military families. 
• Fall 2016: POST formed to identify the school, and after a rigorous 6-month process and site visits with finalists from DC, California, and Chicago, selects LEARN. 
• 2019: PCSB approves LEARN DC’s charter application and attributes approval to the leadership of parents. 
• Fall 2021: LEARN DC opens on JBAB

In 2016, the DC Council passed the Military Installation Public Charter School Amendment Act, opening the door for a public charter school in Ward 8 with 50% of seats for military-connected students on Joint Base Anacostia-Bolling. Ward 8 students experience housing instability, homelessness, and violence. Educational inequities contribute to proficiency rates that are significantly behind city averages. Military families also face challenges, including frequent relocations that require children to change schools every few years. This disrupts learning and contributes to lower academic outcomes. 

In Fall 2016, The Ward 8 Parent Operator Selection Team (POST) was established by PAVE and former PIE Network member FOCUS, bringing together eight parents representing both Ward 8 and military communities. The POST created an RFP for LEAs. Academic rigor remained essential, and families emphasized positive school culture, strong social-emotional supports, individualized learning, safety, meaningful family engagement, and relationships between students, families, and educators. POST members chose 4 finalists from the operators that applied and did site visits in DC, California, and Chicago. They selected LEARN Network, an experienced operator with a school on a military installation that served both military and non-military students. 

When LEARN DC’s application came before the DC Public Charter School Board (PCSB) in 2019, years of advocacy by POST parents made approval possible. In granting the charter, PCSB acknowledged that LEARN DC represented a departure from the traditional school approval process and recognized the central role that parents and community members played in shaping and selecting the school. LEARN DC’s approval is a testament to the power of family leadership and community-driven school design. Today, LEARN DC serves 318 children, 25% of whom are non-military, and has been recognized for double-digit growth on our statewide assessment.

IMPLEMENTATION & EVOLUTION

PAVE and FOCUS adapted the POST based on parent feedback, participation, and lessons learned throughout implementation. Parents prioritized school culture, student supports, and family engagement. They consistently emphasized nurturing environments, individualized supports, culturally responsive leadership, and social-emotional learning, especially given the unique needs of children from Ward 8 and the military. 

Organizers knew the complexity of school finance, governance, academic evaluation, and other evaluation criteria, as well as how difficult they could be for people without prior experience in those areas to understand. Experts provided targeted training in the above topics, while maintaining parent authority over decisions. This decision ensured that parents had the information and knowledge necessary to make informed choices without shifting decision-making power away from the community. 

After 6 months of biweekly four-hour Saturday meetings full of brainstorming and creating their own vision for what would work for both the Ward 8 and military communities, parents created an RFP and reviewed each applicant’s academic approaches, financial statements, and school culture plans, conducted a series of site visits to identify finalists, and selected LEARN, a charter network based in Chicago. 

At the start of the process, the members of the POST (4 military, 4 Ward 8) saw themselves as different, but by the end, they said, “we want the same things for our children!” In 2019, PAVE’s ED became Board Chair of LEARN, and PCSB voted to approve LEARN’s application. Tara Brown, a member of the POST, joined the ED search committee and later LEARN DC’s Board of Directors, now serving as the chair of the academics committee. In early 2021, the PCSB fully approved LEARN’s charter, clearing the way for the school to officially open and fulfill the vision that Ward 8 and military-connected families had worked for years to bring to fruition.

The Ward 8 POST process demonstrated the power of putting parents in charge, showing what’s possible when they are given the information they need and the space to come together to ideate, create, and lead. The Ward 8 POST has since become a widely recognized model for community-centered school creation. Organizations locally and nationally have looked to PAVE’s work as an example of how to build educational systems with parents as leaders. 

LEARN DC transformed educational opportunity for military families and Ward 8 students, two populations that have historically faced challenges. In the 2024-2025 school year, LEARN was recognized by the DC Public Charter School Board for double-digit gains on DC CAPE, growing from 13% to 38% proficiency in ELA. LEARN also saw growth in math proficiency in the 2024-2025 school year. They were also recipients of the Office of the State Superintendent of Education (OSSE) Exemplary Student Participation Award in the Spring of 2025. 

LEARN goes well beyond academics in supporting its students. One of the priorities of the Ward 8 POST parents was a school culture that supported the whole child. LEARN is committed to providing a well-rounded education, especially since it works with students who often experience challenges and losses that their non-military or Ward 8 peers do not. LEARN prioritizes helping students, especially the younger students, foster resilience and emotional well-being while managing stress and maintaining focus in a calm learning environment. Lastly, thanks to increased demand for the school and a proven track record of academic success, LEARN has expanded grades to serve more families and enable students to remain in the same school throughout their education. Today, LEARN serves PK3 through 5th grade and will be adding 6th-grade students in the 2026-2027 school year.

RESOURCES

• https://bit.ly/3QnQ86D 
• https://bit.ly/4eLmMaj 
• https://bit.ly/4ex3OWb 
• https://bit.ly/43U25Ea 
• https://bit.ly/4vE9AeK 
• https://bit.ly/4g3J2ys 
• https://bit.ly/3SmMdHR 
• https://bit.ly/3Sur3rm 
• https://bit.ly/4gIbru8 
• https://bit.ly/4anep3q

George W. Bush Institute

Network Policy Pillars: Great Educators, High Expectations, Responsive Systems

RESOURCES

This landing page contains the generic version of A Republic of Readers, and Leading on Reading, which is a two-page, condensed version used during the Senate briefing on the science of reading. 

SUMMARY

The Republic of Readers provides governors and state leaders in all 50 states with a clear framework for the four essential elements of strong reading policy and implementation to help them strengthen their states’ literacy efforts. It also includes state-specific analysis and data, examples of strong state practice for each element of the framework, and real-world examples of how governors have used their leadership to drive reform and expand opportunity for all students.

WHY THIS RESEARCH MATTERS

Reading is the foundation of all learning. From early education to the workforce, the ability to read with understanding unlocks every subject—math, science, history, and the arts—and is linked to higher graduation rates, workforce readiness, and lifelong success. When students can read well, they are positioned to excel academically and thrive as informed, engaged citizens. Yet nationally, only about a third of students read at grade level. This challenge begins early and compounds over time. Students who are not proficient by the end of third grade are far more likely to struggle in later grades, drop out, and face limited opportunities. The stakes are high, with long-term impacts on both individuals and state economies. To address this, policy and practice must be grounded in the science of reading—a body of research across multiple disciplines that explains how children learn to read. Evidence shows that explicit instruction in phonics, vocabulary, fluency, and comprehension is essential. When states align teacher preparation, professional learning, materials, screening, and intervention to these principles, students are far more likely to succeed. Without alignment, policies often fall short. Governors and state leaders are uniquely positioned to set a vision, direct resources, align policy, and hold systems accountable. To launch the effort, President and Mrs. Bush hosted the Governors Forum on Reading in December 2025. Twelve governors and 28 state leaders participated alongside former governors and national experts in action-oriented discussions. We followed with outreach to all states, personalized engagement, and virtual convenings to support continued peer learning and collaboration.

THREE ACTIONABLE TAKEAWAYS

1. States must take a comprehensive, “everything all at once” approach to adopting and implementing policies aligned with the science of reading. Governors and experts at the Forum emphasized that impact requires a comprehensive approach, aligning educator prep, in-service training, high-quality materials, and strong screening and intervention to ensure that systems work together to improve outcomes.
2. Implementation is 90% of this work. With 42 states adopting science of reading policies, governors are now focused on effective rollout—coordinating systems, supporting educators, tracking impact, and continuously improving. Success depends on sustained, years-long commitment to strong implementation, monitoring, and continuous improvement, making data-driven adjustments to ensure real gains in student outcomes.
3. Good things happen when states connect and learn from each other. A Republic of Readers highlights governors leading reading reform. At the Governors Forum, bipartisan leaders asked thoughtful questions and shared strategies with one another. One governor noted they arrived without a plan but left knowing they needed one—demonstrating the power of peer learning to spur action.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH

Our work, both in developing A Republic of Readers and sharing it with leaders in all 50 states, Washington, D.C., and Puerto Rico, was shaped by collaboration with PIE Network members, national partners, and education leaders. These partnerships informed both the framework and how states are applying it in practice. 

Developing the Framework

Through the PIE Literacy Community of Practice, we engaged Alissa Peltzman in reviewing and refining A Republic of Readers. We also incorporated research from 50CAN to strengthen the evidence base. 

Governors Forum on Reading

At our two-day convening of governors and their education policy advisors, partners including PIE Network, National Parents Union, Chief Council of State School Officers, and the National Governors Association contributed to action-oriented discussions. The agenda centered on our framework and the role of governors in driving reform, featuring PIE Network members ExcelinEd and The Commit Partnership, as well as experts from the Harvard Graduate School of Education, National Council on Teacher Quality, U.S. Department of Education, the Bipartisan Policy Center, and former governors who have led reading reform. 

Ongoing Programming and Engagement 

In response to strong demand for continued collaboration, we launched virtual convenings aligned to state priorities and continue to share the framework across partner networks. Examples include: 

• Presenting at CCSSO’s 2026 Legislative Conference
• Sharing the framework at a U.S. Chamber of Commerce convening
• Engaging NGA members through their Governor Education Policy Advisor Academy
• Featuring TNCAN and TN SCORE on a virtual convening of state leaders discussing best practices, monitoring, and continuous improvement. 
• Co-hosting a Senate briefing with NPU featuring state chiefs and national experts; NPU also leveraged the framework to support Senator Cassidy in drafting the READ Act

UNDERSTANDING REACH AND IMPACT

The reach and impact of A Republic of Readers reflect strong engagement across both state and federal leaders, as well as growing demand for continued support and collaboration. Key metrics include:

• All 50 governors, plus Washington, DC and Puerto Rico, received printed, state-specific editions.
• 12 governors and 28 state leaders attended the initial Forum.
• 14 states have advanced new science of reading policies following the Forum in December 2025.
• 37 states are now engaged in ongoing support efforts with GWBI.
• 25 Senate offices attended a federal briefing hosted with NPU.
• NPU supported introduction of the READ Act, informed by the Republic of Readers.
• A Republic of Readers has had more than 500 website views.

Democrats for Education Reform (DFER), National Parents Union (NPU)

Network Policy Pillar: Great Educators 

RESOURCES

• ERN: https://edreformnow.org/featured-work/#investing-educators 
• NPU: Investing in Educators – National Parents Union 
• Bonus Pay Gets Great Nurses Where They’re Needed Most. Why Not Teachers, Too? – The 74 
• Recording of June 2026 NPU/ERN webinar (Passcode: *WdY$518)

SUMMARY

This research helps local and state policymakers to identify and implement evidence-based teacher pay strategies so they can address: resource inequities; chronic teacher shortages, including those in STEM, EL, and special education; access to high-quality teachers; and, teacher attrition, especially in high-poverty schools.

WHY THIS RESEARCH MATTERS

Targeting bonuses to educators in high-needs areas—beyond the typical differentials for seniority or advanced degrees—would: equalize access to effective educators; rectify per-pupil spending inequities; alleviate shortages in STEM, EL, and special education; and, reduce teacher turnover at high-poverty schools. Yet despite a clear rationale and strong supporting evidence, bonus pay for teachers in STEM, special education and EL, and for those working in high-poverty schools, is still shockingly uncommon. Our analysis of National Council on Teacher Quality (NCTQ) data from teacher contracts in 148 large districts shows that fewer than 1 in 6 offered bonus pay for working in schools with large proportions of low-income students. Even where extra pay for other shortage areas (e.g., special education) ostensibly exists, the incentives are usually nominal and often require activation by school boards or other entities through processes that lack transparency and accountability to parents and taxpayers, which, in turn, renders them ineffective. Teacher union leaders often opine that any deviation from standard salary schedules is somehow unfair and that bonus pay could be divisive. That opposition reveals a fascinating contrast with standard practices in nursing—a profession for which, like education, the American Federation of Teachers provides widespread representation in collective bargaining. Though nursing shares similar demographics and educational requirements with teaching, the union’s approach to compensation in these two professions is worlds apart. Our analysis of 6 geographically matched AFT teacher and nursing contracts shows that while bonus pay is rare, restricted and meager in teaching, it is widespread, accessible and far more generous in nursing. Teachers are the #1 in-school driver of student outcomes. Our findings weaken the argument that bonus pay is inherently anti-union or unmanageably divisive. It’s time to pay more to get the best teachers to where children need them most.

THREE ACTIONABLE TAKEAWAYS

• When implementing differentiated pay, three elements are crucial:

1. 1. 1. SUBSTANTIAL: The differential amounts must be substantial enough to be a compelling incentive (at least 7.5% of a teacher’s base salary).
      2. ACCESSIBLE: Like in nursing, the differentials must be easily accessible to teachers and not restricted by opaque approval processes.
      3. RELIABLE: The differentials must be sustained over time, as opposed to being one-time or short-lived bonuses, so teachers can rely on them.

• At the district level, differentiated pay also could be offered as: 

1. 1. 1. Annual bonuses outside of contracts (though negotiation through an MOU or the like may still be required)
      2. Through increasing school leader autonomy over hiring, staffing, and school budgeting; or,
      3. Through strategic staffing with distinct roles that comprise a team teaching model.

• At the state level, differentiated pay could be implemented through:

1. 1. Grant programs tailored to address effectiveness and chronic shortages (e.g., Texas TIA);
   2. Pay scheme flexibilities for qualifying districts;
   3. Scholarship programs that cover full tuition costs for teacher preparation programs in exchange for a multi-year commitment to a hard-to-staff assignment or specialization; or,
   4. A sliding scale tax credit for teachers based on the poverty level of the school in which they teach.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH

A number of staff at PIE Network member organizations helped inform the development of this paper and elevated its presence in the field, including: Heather Peske, Hannah Putman, and Katherine Bowser at the National Council on Teacher Quality (NCTQ); Evan Stone and Jill McLaughlin at Educators For Excellence; Nicole Fuller and Saashya Rodrigo at the National Center for Learning Disabilities; Nicholas Munyan-Penney at the EdTrust; and Tracy Johnson, formerly of DFER-Texas. PIE Network also graciously hosted a webinar highlighting the paper in January 2026. Ryan Franklin of Philanthropy Advocates in Texas was a panelist, as was Shannon Holston of NCTQ. Our peer reviewers and critical friends, including several PIE Network members, included 3 nationally recognized experts on teacher pay: Dan Goldhaber (UW), Marguerite Roza (Georgetown), and Douglas Staiger (Dartmouth); as well as 2 others not named yet here: Julie Sugarman (MPI) and Prateek Dutta (Colorado Charter Schools).

UNDERSTANDING REACH AND IMPACT

• Posts on X regarding this paper from Charles Barone’s account alone got over 3,000 views.
• Posts on X regarding this paper from NPU’s account got about 1,000 views.
• Posts on Barone’s LinkedIn page got over 3,000 impressions.
• The paper was featured in a December edition of Mike Petrilli’s Schooled
• On ERN’s website, the report and its associated content received 364 total page views across dedicated pages on edreformnow.org between November 2025 and June 2026, reaching approximately 197 unique users. 
• The primary report page (/k-12/investing- in-educators/) accounted for 241 views with an average engagement time of 43 seconds—nearly 3x the engagement time of the blog announcement post—indicating substantive readership rather than incidental traffic. 
• We can’t claim causality, but 3 months after pointing out in our paper that the Hartford teacher contract allowed for bonuses but the Board had not acted on it, the Board announced new pay differentials for special education teachers.

All4Ed, EdTrust, National Parents Union (NPU)

Network Policy Pillar: High Expectations

RESOURCES

• ESSAWaiverWatch.org

SUMMARY

This tool helps local advocates, parents, and the media to understand the dangers that their state’s assessment, accountability, and/or funding waiver presents to holding all students to high standards and advancing equity so they can make the case to state and federal officials to preserve transparency, accountability, and equitable funding for the students who need them most.

WHY THIS RESEARCH MATTERS

For three decades, federal law has protected students’ right to an equitable education by requiring that:

• All students should be supported to achieve at the same high standards;
• High-quality, comparable assessments with publicly-reported, disaggregated data will shine a light on schools that aren’t supporting all students; and
• Additional resources for school improvement should flow to schools that need them. 

Now several states are seeking to upend these pillars by seeking waivers of federal assessment, accountability, and funding requirements, often in the name of “states’ rights” and “innovation.” ESSA Waiver Watch keeps track of those efforts and explains why they are, for the most part, harmful. Proposed waivers include:

• Changes to state testing that would lower standards for students, sometimes by several grade levels, and/or allow students to be given different tests, making it impossible to compare how students are achieving against grade level standards. We cannot return to an era when schools have different — and lower — standards for some students.
• Changes to state accountability systems that would lower standards for schools and muddy transparency for parents, advocates, and policymakers, allowing schools to de-emphasize proficiency and graduation rates–hiding poor student outcomes behind less rigorous indicators.
• Changes to how federal funding can be used, enabling resources to flow away from supporting English learners, students from low-income backgrounds, those in rural communities, and justice-involved youth. 

Combined, these efforts seek to reduce access to dedicated resources and services for students that have long been underserved by American schools, while simultaneously creating less transparency around impact and outcomes. These students—including students of color, students with disabilities, those from low-income backgrounds, and multilingual learners—deserve more attention and resources, not less.

THREE ACTIONABLE TAKEAWAYS

1. Empowering new advocates: Wonky doesn’t have to mean inaccessible. ESSA waivers are technical by design, but the broad, white-label explainers on ESSA Waiver Watch translate the jargon into plain language that any advocate, parent, or reporter can pick up. The tool hands new advocates the background knowledge to enter the fight informed, credible, and ready to make the case, broadening coalitions beyond veteran accountability experts.
2. State-specific advocacy: The fine print is hard to find, compare, and understand on purpose. States rarely advertise what they’re waiving, and the documents are dense. ESSA Waiver Watch provides state-specific summaries that break down what each waiver would change and what it means for equity and transparency, so that parents and advocates can see the threat clearly and spring into action during the (often too-short) public comment window, when officials are still legally required to listen.
3. Building bridges nationwide: No advocate has to fight their state’s waiver alone. By tracking every request in one place, and by contextualizing them within broader threats to equity and accountability, ESSA Waiver Watch turns scattered and siloed state-by-state battles into one shared, national defense. This arms advocates to see what’s coming, borrow winning arguments and learn from the states ahead of them.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH

ESSA Waiver Watch is a collaborative project between three national PIE Network members: EdTrust, National Parents Union, and All4Ed. Our organizations have divided responsibility for evaluating new waiver requests and creating content to keep the website up to date, helping make this a go-to resource for advocates and members of the media trying to understand the ever-shifting landscape of state waivers. As awareness of the site has expanded, PIE Network and other advocates have directly shared new waiver proposals, which has helped keep the website up to date. By creating a central hub to find information on a web of policies that are, by design, challenging to track, compare, and understand, ESSA Waiver Watch has also created a central hub for advocacy and communication. Through this project, we’ve coordinated directly with advocates in states including Alabama, Idaho, Indiana, Tennessee, Ohio, and Oklahoma, leveraging both open webinars and strategic round tables to learn from past waivers and tailor advocacy strategies to the unique local contexts. In many cases, this has involved sharing the findings of our waiver analysis with broader state coalitions and collaborating on public comment and op-eds for advocates to use and adopt for the local contexts. 

We’ve also leveraged these information sharing sessions to more directly discuss strategies for advocacy action, as well as planning for how to monitor implementation in approved states. This state engagement has also led to working with other national PIE Network members, including ExcelinEd and Collaborative for Student Success, to develop additional resources designed to anticipate states following the lead of others who have proposed harmful but potentially popular waivers around assessments and accountability, including menus of assessments in high school and using ASVAB and WorkKeys as state academic assessments rather than military and career readiness indicators. This coordination has helped make the content of the site stronger and more responsive to the current moment.

UNDERSTANDING REACH AND IMPACT

From its launch in December 2025 through June 21, 2026, the website has received 6,913 page views from 3,584 users, and 1,104 file downloads. The work has been linked in Education Week, Chalkbeat, and K-12 Dive, and used by reporters in trade and general media as important background for ongoing reporting on state waiver requests and approvals. We’re also tracking the direct support we’re providing for advocates, including:

• In Tennessee, we shared our findings from waivers around the country and specific concerns about recent actions in the state with a large coalition of PIE Network and non-Network members, which helped completely stop a waiver related to the state’s accountability system.
• In Ohio, advocates reached out after hearing about our site and learning about a new waiver in their state. We completed our analysis, which we then shared with a 50+ member coalition, providing opportunities to answer questions and share options for advocacy. This led to 20 organizations signing a joint public comment, as well as a follow-up webinar to share our concerns with a broader audience. 
• We did similar engagement in Indiana, which led to direct engagement with the Indiana Department of Education.
• In Alabama, we shared our analyses with national and local PIE Network partners, which was then used by those with more direct connections on the ground. The engagement again prompted a request to work directly with the state chief to discuss our concerns. 

Together, the combined efforts of state advocates, EdTrust, All4Ed, National Parents Union, and other national partners, using ESSA Waiver Watch as a key resource, have kept key equity protections in place for students across the country. Several state leaders have indefinitely paused, withdrawn, or otherwise modified harmful waiver applications, and no state has received the entirety of every waiver it sought from the U.S. Department of Education.

Edunomics Lab

Network Policy Pillars: High Expectations, Responsive Systems

RESOURCES

• The WANDA tool 
• Our newsletter describing the tool 

SUMMARY

This data tool helps advocates and leaders to see changes in staffing (central vs teachers vs para professionals, etc.) and student enrollment over time in their state or district so they can weigh in as leaders wrestle with budget tradeoffs and consider which investments are working to drive achievement.

WHY THIS RESEARCH MATTERS

Many states and districts have added staffing in the last several years, even as enrollments may have fallen. The question now is whether those investments are working to drive improvement in student outcomes and should be protected, or whether some school systems need to consider right-sizing or redirecting staff to classrooms. None of these discussions is possible without clear and reliable data, which is typically buried across different documents and sources. This tool inspired thoughtful data-based discussions at school board meetings, with advocacy groups, in state houses, and more.

THREE ACTIONABLE TAKEAWAYS

1. In some districts, staffing grew substantially even as enrollment fell. Where those districts face deep deficits, advocates are using these data to ask whether some right-sizing is due. Rather than cut desirable electives and athletics, leaders can consider whether budget gaps can be addressed with some staff restructuring. In districts where staffing cuts have already happened, the data help validate district assertions that it has already right-sized, countering accusations of bloat.
2. Where there was growth in non-teaching specialist staff and administrators (the middle layer), advocates are asking whether students might benefit from returning some of that talent to classrooms, particularly where those additions didn’t correspond to increases in achievement. Or where achievement did grow, the data help make the case for these staffing investments.
3. When advocates are armed with localized and relevant data, engagement happens. Staffing and enrollment data are foundational to district financial health. Pulling these data points together for each district worked to engage communities, media, advocates, school boards, etc., in thousands of communities.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH

This WANDA data tool was conceived of in response to questions we were getting from a range of PIE Network members who were asking about the key finance drivers in their local community. As we kept showing people how to examine the basic data inputs, we realized how useful such a tool would be that made those data available to everyone.

UNDERSTANDING REACH AND IMPACT

The WANDA tool has had over 33,000 engagements online (where the user was actively interacting with the data) just since March. Numerous PIE Network members referenced it in their newsletter or other publications (NPU, Fordham, Ed Choice, 50Can, Collaborate for Student Success, etc.). The tool was included in hundreds of media stories, and was named in dozens of school board meetings.

National Council on Teacher Quality (NCTQ)

Network Policy Pillar: Great Educators

RESOURCES

• Main Report Landing Page – State of the States: Investing in Teachers and Families Through Paid Parental Leave 
  • Fact Sheet
  • Research Summary
  • Executive Summary
  • Arkansas Case Study
  • Delaware Case Study
• Paid Parental Leave Calculator – Paid Parental Leave Calculator – National Council on Teacher Quality 
• Model Policy – Model Act: Paid Parental Leave for Public School Teachers 

SUMMARY

This research or tool helps state policymakers to adopt paid parental leave for teachers so they don’t have to choose between their own families and their students—improving outcomes for kids and for adults. Its accompanying tools—a cost calculator, model policy language, fact sheet, and state summaries—make it immediately usable by legislators, advocates, and district leaders, not just a piece of research that sits on a shelf.

WHY THIS RESEARCH MATTERS

This report gives states a concrete, low-controversy lever to pull at a moment when teacher shortages and tight budgets are colliding. Teachers should never have to choose between their students and their own families. If we want to keep great teachers in classrooms and improve outcomes for kids, we need strong paid parental leave policies to keep great teachers in the classroom. Fifteen percent of teachers who leave the profession cite personal reasons such as pregnancy, childbirth, and caring for family. Only about one in three teachers reports having access to paid parental leave, and of those teachers, fewer than half perceive the benefit to be adequate. This report brings several key messages to bear for advocates and policymakers. It reframes a soft benefit as a hard fiscal problem. Paid parental leave often gets filed under nice to have. This report shows it’s actually a retention lever—and retention has a real dollar cost. Districts spend $11,000 to $25,000 to replace a single teacher, so every teacher who leaves over a preventable leave gap is a quantifiable loss, not just an anecdote. It exposes a gap that’s bigger than people realize. Teachers have access to paid parental leave at a rate 14 percentage points lower than other working adults, despite being one of the most female-dominated professions in the country. That’s a striking inequity that most people—including many lawmakers—don’t know exists until they see the data. It gives states a low-cost way to act. Unlike calls for across-the-board raises, paid leave is a targeted, scalable policy that Delaware funded through a payroll contribution of less than 1% of employee wages. That’s the kind of smarter use of existing dollars framing that fits squarely into any messaging. It has a real shot at influencing actual legislation. The Arkansas and Delaware case studies are a roadmap that other states can copy. Without strong teachers, our schools and students pay the price.

THREE ACTIONABLE TAKEAWAYS

1. Require districts to offer at least 12 weeks of paid parental leave for teachers, beyond sick days. Beyond the benefits to families, paid parental leave can also stabilize the workforce—yielding clear economic benefits for states. Research shows that access to parental leave significantly increases the likelihood that employees will return to the workforce rather than leave. Among the 16 states that require paid parental leave, just Arkansas and Delaware offer full pay up to 12 weeks,
2. Guarantee that teachers on paid parental leave receive their full salary for the duration of their leave. Teachers in half of states that offer paid leave receive only partial pay during their time away from the classroom. Extending the benefit of full pay is not as burdensome as one may believe. For example, imagine 3% of Virginia’s 94,000 teachers took paid leave this year. If the state were to cover the cost of long-term substitutes for 12 weeks, the cost would only be $5.35 per taxpayer.
3. Extend leave eligibility and benefits to all teachers who become parents—including fathers, other non-birthing parents, and adoptive and foster parents. Research shows that paid parental leave extended to non-birthing parents, such as fathers, results in greater parental involvement, healthier and more stable family relationships, and improved career opportunities for wom Despite the likely positive outcomes, nearly one-third of states reduce parental leave benefits for non-birthing parents.

HOW OTHER LEADERS INFORMED OR USED THIS RESEARCH

Through webinars and collaboration, we connected with over 20 advocacy organizations, many within PIE Network, on the importance of embracing this policy into their agendas. We also engaged with policymakers from 10 states via webinars or phone calls to support the adoption of this policy. 

A quote from a member of a PIE organization – “Kudos on the maternity leave report and webinar last week. That is an issue we’ve been starting to kick the tires on in Texas, so it was perfect timing to get such a strong resource to help us out. More to come on how our conversations evolve between now and next year.” (PIE Network Member)

UNDERSTANDING REACH AND IMPACT

Since its publication, NCTQ’s paid parental leave initiative has generated significant engagement and influence. The report and accompanying resources have attracted more than 10,000 pageviews and over 5,000 downloads. Users have engaged with the Paid Parental Leave Calculator nearly 800 times, while the Model Policy has been downloaded more than 350 times—demonstrating strong demand for practical guidance on expanding paid parental leave for teachers. The report also sparked substantial media attention, generating 177 media hits across 70 unique outlets and helping to elevate paid parental leave as a national education policy issue. 

Most importantly, the work has driven tangible policy action. Since the report’s release, 14 states—Pennsylvania, Louisiana, Alaska, Oklahoma, Massachusetts, Georgia, Iowa, Virginia, Utah, Hawaii, Nebraska, New Mexico, West Virginia, and Wisconsin—have introduced legislation to support paid parental leave for teachers. Five states enacted legislation aligned with NCTQ’s recommendations. Oklahoma, Georgia, and Utah strengthened and expanded existing policies, while Virginia and Louisiana established paid parental leave benefits for teachers for the first time. The influence of NCTQ’s work is most evident in Louisiana and New Mexico, where policymakers adopted key elements of the NCTQ Model Policy, including innovative state reimbursement systems that help districts cover the cost of substitute teachers. These policy changes demonstrate how research-driven solutions can move beyond recommendations to create lasting benefits for educators and their families.

State Collaborative on Reforming Education (SCORE)

SUMMARY

As president and CEO of the State Collaborative on Reforming Education (SCORE), David Mansouri leads one of the most consistent and impactful advocacy organizations in the PIE Network. David models the Network’s “give and get” spirit through his service on the PIE Network board, currently serving as vice chair, as well as his approachability, curiosity, and willingness to share and learn from other Network members. Through the advocacy and vision of David and his team at SCORE, Tennessee students have seen sustained growth driven by student-centered reform and practical implementation support.

EXAMPLES OF DAVID’S ADVOCACY

Since the founding of the PIE Network, Tennessee has been a leader in reform policy and has the results to back it up. David has played a central role in those efforts for years, modeling collaboration and data-informed policy and advocacy work. Whether it’s defending the role of assessments, strengthening literacy policy, or driving improvements to higher education funding formulas, David and his team are at the forefront. 

Over the last year, SCORE and other coalition partners in Tennessee led efforts to defend the state’s assessment and accountability system by going on the offense to shift the debate and maintain high expectations for Tennessee students. SCORE’s work in developing a new “Credential Impact Framework” led to important changes to the state’s outcome-based formula for higher education, shifting the funding formulas to focus on valuable credentials that lead to economic independence for credential earners. 

The advocacy work David and his team lead extends far beyond policy development and passage with critical support for effective implementation. SCORE’s support for the strong implementation of the Tennessee Literacy Success Act has led to greater adoption of proven literacy instruction practices and a stronger focus on instructional coherence. These actions are leading to measurable growth in student outcomes and improvements in teacher quality.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

David exemplifies and models the PIE Network Community Agreement. Whether it’s through skilled moderation of a panel on a controversial topic at Summit or by taking a sincere interest in supporting a new executive at the PIE exec’s meeting, David brings an authentic connection to every interaction. Time is the most valuable thing we have, and David willingly gives of his time to support the Network through actions large and small. His interactions are respectful, but he’s not afraid to stand up for students and what they need to succeed. David is one of the true education policy experts in the country, but his humility and approachability set him apart.

RESOURCES

• From Completion to Impact: Redefining Postsecondary Funding and Student Success 

• The Future of State and Local Assessments in Tennessee

Nominated by: Ryan Franklin (Philanthropy Advocates)

Educators for Excellence

SUMMARY

Evan has embodied the give-and-get spirit of the Network by co-founding and co-leading the Protect Public Education coalition to support other PIE Network members’ efforts to push back against federal education funding cuts and rollbacks of important civil rights and accountability protections for students, especially those from historically disadvantaged groups.

EXAMPLES OF EVAN’S ADVOCACY

Along with leaders from NPU, EdTrust, and Ed Counsel, Evan co-founded the PPE coalition shortly after the 2024 election. PPE is now a broad alliance of 35+ education, civil rights, and advocacy organizations. PPE’s priorities include protecting federal education funding, defending the Department of Education against efforts to dismantle it, safeguarding equal access to educational opportunity, and shielding students from immigration action in schools. Of utmost importance is the unique point of view that Evan and E4E bring from reform-oriented educators across the country.

PPE runs direct-action campaigns encouraging constituents to contact their representatives and collects personal “stories of impact” from people describing how the Department of Education has affected their lives — building a public narrative bank to reinforce its advocacy with lived experience. 

One of PPE’s most important victories involved the 2026 federal education budget. PPE convened leaders from over 30 organizations and ultimately succeeded in ensuring that Congress passed a bipartisan spending package that preserved funding for federal education programs, a rebuke of the Trump administration’s proposed FY2026 budget, which would have cut more than $12 billion from the Department of Education and eliminated numerous programs for students and educators.

PPE also played a key role in getting the U.S. Department of Education to release almost $7 billion in withheld K-12 funds covering: Title II-A for educator training and development; Title III-A for English learners; Title IV-A/B for after- and summer school programs, among others; migrant education; and adult literacy, in July 2025. This included generating significant bipartisan Congressional pressure, with 10 Republican senators (e.g., Moore Capito, McConnell, and others) writing directly to OMB Director Russ Vought.

PPE is currently engaged in the fight to stop the Department from being dismantled, specifically calling for barring interagency agreements (IAAs) that would transfer Department programs and responsibilities elsewhere, to agencies poorly equipped to oversee them, reversing transfers already underway, and restoring the Department to full operation.

Throughout all this work, Evan brings extraordinary strategic prowess and a calm demeanor that facilitates the formation of robust policy positions and maximum buy-in from actors across the education advocacy sector.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

Evan Stone’s leadership of the Protect Public Education (PPE) coalition is a living expression of the Community Agreement’s core commitments — connection, respectful engagement across differences, and treating members as experts who take risks together.

The Agreement holds that “connection is the foundation of the Network” and calls on members to “get to know each other as professionals and people.” Evan modeled this by co-founding PPE alongside leaders from National Parents Union, EdTrust, and Ed Counsel in the aftermath of the 2024 election, then growing it into a 35+ organization alliance spanning education, civil rights, and advocacy groups. Building and sustaining that scale of coalition required exactly the kind of authentic relationship-building the Agreement envisions, turning individual connections into a durable, collective infrastructure for impact.

Evan is always good about organizing teacher voice, whether it means physically bringing teachers to DC for important hearings, organizing teachers to hop on calls with Hill staff, elevating their voices in the press, etc. He’s constantly uplifting educator voices in a way that both adds credibility to the coalition’s advocacy and makes all of its members better advocates because we’re able to better understand the teacher perspective.

The Agreement also asks members to “engage in respectful and direct conversations across lines of difference on challenging issues,” expecting non-closure but sharper understanding. PPE’s work is inherently cross-ideological: securing the release of nearly $7 billion in withheld K-12 funds and a bipartisan FY2026 spending package required Evan and PPE to build genuine relationships with both Republican and Democratic senators and staff who might not otherwise engage with reform-oriented educator voices — turning potential adversaries into allies on shared student-outcome goals.

In addition, the Agreement’s belief that “our members are experts” and its call to “build brave Network spaces to get vulnerable, take risks, and learn” shows up in how Evan brought E4E’s distinct reform-educator perspective into a coalition dominated by civil rights and parent-advocacy voices — a risk that required candor about differing starting points, but one that ultimately strengthened PPE’s credibility and reach. His calm, strategic demeanor is precisely the disposition the Agreement asks of members navigating disagreement toward shared impact.

Beyond Evan’s co- leadership of PPE, the organization he leads, Educators for Excellence, itself embodies the Agreement’s spirit of connection and shared expertise, having built its entire model around elevating classroom teachers as genuine experts and connecting them across lines of ideological and pedagogical difference to shape policy. E4E’s willingness to convene educators with divergent views on contested issues — and to bring that same brave posture into the broader PPE coalition — reflects an organizational culture that mirrors exactly what the Community Agreement asks of the Network.

RESOURCES

• PPE website
• E4E: Warning from the Classroom: Teachers Reject Trump’s Policies
• “If McMahon Really Wants to ‘Invest in Teachers,’ She Should Listen to Them” Evan Stone via the 74

Nominated by: Charlie Barone (National Parents Union, NPU)

Freedom to Choose Schools

SUMMARY

Jay Artis-Wright has embodied the give-and-get spirit of the Network by quietly connecting Black and Brown school leaders, mentoring emerging advocates, steadying coalitions through leadership transitions, and brokering bipartisan relationships — all in support of other PIE Network members’ work to expand and defend high-quality public school options, including charter schools and microschools, for students and families across Tennessee, Georgia, and the nation.

EXAMPLES OF JAY’S ADVOCACY

Through her leadership, Jay has fostered collaboration among charter schools, microschools, and advocacy organizations across Tennessee, Georgia, and beyond. She has stepped in to preserve critical work during leadership transitions elsewhere and has successfully built relationships across political lines to foster bipartisan support for educational opportunity. Above all, Jay invests in others by mentoring emerging advocates and empowering parents and educators to lead. 

“I lead the Center for Black Educator Development, and I have watched Jay Artis-Wright operate from the vantage point most of the Network might not ever see: the late-night phone call, the unannounced introduction, the steady hand on a transition that only those who directly benefited noticed. I have collaborated with Jay across multiple states as she has organized and advocated alongside families attending charter schools.” – Sharif El-Mekki

The clearest example is the New Niagara Initiative, which Jay helped lead — a multi-city listening and blueprint project that took us to Memphis, Atlanta, Houston, Chicago, and Philadelphia to engage parents, students, educators, and community organizations on what it will take to rebuild Black education. What stays with me from that work is not the report we produced. It is the way parents reacted to Jay in every city. They embraced her. They trusted her. They leaned in. Her care, her commitment, and her clarity are the level our sector needs and the level families across this country deserve. Jay did not show up as the headliner. She showed up as the weaver — connecting Memphis Lift parent organizers to Houston mentorship leaders, linking Atlanta culturally responsive curriculum work to Philadelphia mental health advocates, and translating across charter, microschool, and district lines so the resulting blueprint belonged to the communities, not to any one organization. 

Then she pushed to operationalize it through New Niagara Hubs so the work could outlive any single funder or political cycle. That is only a fraction of what she does daily through Freedom to Choose Schools. When her team brought 1,000 Black and Latino charter scholars to the Georgia State Capitol in 2024, the headlines went to the students — exactly as Jay wanted it. Through her Choice Words podcast, she elevates educators and families of color that the sector too often overlooks. Jay consistently fosters belonging by bringing diverse perspectives to complex issues and engaging in respectful conversations. She mentors emerging advocates without claiming them. That is the give-and-get spirit.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

The PIE Network Community Agreement asks members to show up generously, assume good intent, share credit, and stay focused on students. Jay Artis-Wright lives every line of it. She is generous by default. Across the New Niagara cities — Memphis, Atlanta, Houston, Philadelphia — and in the daily work of FCCS, the first instinct I see in her is to give. Whether it is a contact, a template, or, most often, a warm introduction. I, and so many others, have often engaged her for an objective yet well-informed read on the political terrain. She offers it before any transaction is attached, and she offers it whether or not the recipient sits within her organization’s lane. 

Her contributor columns at CharterFolk and her monthly News from Jay letters are themselves acts of generosity — she uses her platform to lift up partner organizations, pending legislation, and emerging leaders rather than her own brand. She assumes good intent across lines that most of our field treats as uncrossable. Jay has built working relationships with leaders whose politics differ sharply from hers and mine, and she has done so without softening her commitment to the families she has served for two decades. That is not centrism. That is discipline — the discipline of staying focused on the kids in the room while the adults around the table argue. 

She shares credit relentlessly. When New Niagara surfaced, the brilliance of parent organizers and community groups already doing the work, Jay made sure the report named them as the experts and positioned policymakers and funders as the ones who needed to catch up. When something hard happens, she absorbs more of the weight than is hers to carry because she believes in the age-old adage that if we want to go far, we mustn’t go alone. And she keeps the focus on students. Every conversation with Jay circles back to a specific child, a specific family, a specific classroom. Not abstractions. Not optics. Kids.

RESOURCES

• Choice Words podcast, hosted by Jay: Choice Words by Freedom to Choose Schools – Podcast 
• CharterFolk contributor column: CharterFolk Contributor Jay Artis-Wright – A Chance Encounter and Mixed Emotions: My DNC Experience 
• 50CAN Moving the Needle featuring Jay’s essay: Moving the Needle – 50CAN National 
• News from Jay (monthly letter): News from Jay: April 2024 – Choose Schools
• Excerpt from Podcast: LinkedIn – SAPI & Triumph Public Academy

Nominated by:

• Sharif El-Mekki (Center for Black Educator Development)
• Laura McGowan-Robinson (Diversity in Leadership Institute)

National Parents Union (NPU)

SUMMARY

Keri, by leading NPU, has worked tirelessly on campaigns that protect and advocate for the most vulnerable. From local-based responsive work (in Minnesota defending immigrant students) to federal policy reform (READ Act), NPU, under Keri’s leadership, partners with other organizations to leverage collective action. In the true sense of the word, Keri is a weaver who focuses on the strength of the whole cloth. She uses her voice and platform to be loud, bold, and unapologetic about what is right for families and students.

EXAMPLES OF KERI’S ADVOCACY

NPU has a long list of recent advocacy campaigns (see below). It’s not just the number of campaigns but the partnerships that NPU has developed, across sectors and advocacy organizations, that adhere to NPU’s motto: Nothing About Us Without Us.

• Defending the Rights of Minnesota’s Immigrant Students in the Wake of Operation Metro Surge, in partnership with EdAllies, Educators for Excellence, Great MN Schools
• The READ Act: The Biggest Federal Literacy Reform in Over a Decade, in partnership with All4Ed, Bipartisan Policy Center, Center for American Progress (CAP), Collaborative for Student Success, EdTrust, Educators for Excellence, MassPotential, National Center for Learning Disabilities (NCLD), National Council on Teacher Quality (NCTQ), Teach Plus, The Center for Learner Equity
• Addressing Teacher Shortages and Inequities: The Case for Differentiated Pay for Hard-to-Staff Roles, in partnership with DFER
• ESSA Waiver Watch: A One-Stop Shop for Understanding Waivers & Protecting Critical Guardrails, in partnership with All4Ed, EdTrust
• Red, Yellow, Green: The Tool That Lets Any Parent Audit AI in Their Kid’s School
• Education Protection War Room Coalition: Holding the Line for 50 Million Students Against Federal Attacks on Public Education, in partnership with EdTrust, Educators for Excellence
• No Plaintiffs, No Case. How Parent Power Brought the Department of Education to Court

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

What NPU does in amplifying parent voice is unique to national organizations; NPU centers on the people who are the most impacted by education policy. This is something that has been easily overlooked and undervalued in our collective advocacy efforts. 

Keri is a connector. The number of partnerships NPU is engaged in is a testament to her ability to speak to everyone (from parents and community members to EDs and CEOs of national organizations) and develop those relationships.  

Keri’s work is directly aligned to PIE’s goal of enabling advocates to “get vulnerable, take risks, and learn.” She takes the risks to be a bold advocate, sometimes at the risk of her own personal safety. She has partnered with lawmakers and advocates across the political spectrum to stay true to what’s important for students, such as on the bipartisan READ Act.

RESOURCES

• NPU’s Parent blog
• Keri’s Blog
• Investing in Educators paper

Nominated by: Sonia Park (Diverse Charter Schools Coalition)

MindshiftED Parent Institute

SUMMARY

Maribel Gardea did not just join the parent movement. She built a piece of it from the ground up. As co-founder and executive director of MindShiftED Parent Institute in San Antonio, she has turned a grassroots nonprofit into a training ground for parent power, with a mission to engage, educate, and activate caregivers in the city’s most underserved neighborhoods and build their collective strength to fight for their kids.

EXAMPLES OF MARIBEL’S ADVOCACY

The proof is in the people around her. Through MindShiftED’s Academy of Powerful Parents, mothers who walked in unsure how to read an IEP walk out as organizers. One of her own facilitators started as a parent who could not get language access at her daughter’s school meetings. Today, she organizes across the community and helps bring the next parent through the door. That is the whole game with Maribel. She does not collect followers. She builds leaders, and then she makes room for them to lead. 

She does this work because she has lived it. Maribel is the mother of Voozeki, a teenage son with cerebral palsy who is non-verbal and communicates through an eye-gaze device, looking at symbols on a screen to tell the world what he needs. For years, her district refused to provide that device at school until she invoked his rights under IDEA. She knows in her bones that for a child with disabilities, the right technology is not a luxury. It is a voice. 

That is why she refused to sit on the sidelines when the One Big Beautiful Bill put deep Medicaid cuts on the table. Medicaid is one of the largest funders of school-based services for kids with disabilities, from therapists to assistive technology that lets nonverbal kids learn alongside their peers, and Maribel made that reality impossible to ignore. She spent days in conversations with elected officials, then helped lead a coalition of parent advocates at a press conference alongside Arizona Senator Mark Kelly, putting families face-to-face with the lawmakers deciding their children’s future. While much of the country argued about the bill in the abstract, she kept the fight where it belonged, on whether a kid like Voozeki would still have the tools he needs in his classroom.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

And Maribel shows up where it costs something. MindShiftED regularly organizes and coaches other parents to testify at San Antonio school board meetings, turning scattered, frustrated families into an organized voice. In August 2025, she was delivering a community petition on school safety and communication, reading it in English and Spanish so every family could follow, when officers removed her and arrested her for running past her speaking time. She spent the night in jail. Days later, the district attorney threw out every charge for lack of evidence. She took the hit. The families she brought kept their voices. This award honors the superconnector who shares what she has, lifts up other advocates, and strengthens the whole movement. That is Maribel Gardea on an ordinary day.

Nominated by: Keri Rodrigues (National Parents Union, NPU)

MassPotential

SUMMARY

Mary Tamer generously shares her expertise, relationships, and strategic guidance on literacy policy, educator voice, coalition building, and evidence-based reading instruction. She embodies the give-and-get spirit by convening the Mass Reads Coalition — connecting PIE members (Ed Trust MA, Teach Plus MA, NCTQ, E4E, MBAE, Latinos for Education MA alongside civil rights organizations, parent groups, disability advocates, and the business community, and representing their collective voice. These efforts culminated in the unanimous passage of the Massachusetts landmark Right to Read Act.

EXAMPLES OF MARY’S ADVOCACY

Mary has gone above and beyond to connect organizations, educators, advocates, researchers, and policymakers in support of literacy reform in Massachusetts. Through her leadership of Mass Reads, she has consistently shared resources, made strategic introductions, aligned partners around common goals, and created opportunities for members to learn from one another. Her ability to build trust across diverse stakeholders was instrumental in advancing the Right to Read Act and strengthening statewide collaboration around evidence-based literacy instruction. Mary’s work extends well beyond her formal role; she consistently identifies opportunities for partnership, elevates others’ work, and ensures the success of the broader field, not just her own organization.

Mary created the conditions for organizations that don’t always work together to stay unified across multiple legislative sessions on a single core ask: improving literacy. Her partnership with NCTQ illustrates this perfectly. As NCTQ worked to ensure the Right to Read Act included a strong focus on teacher preparation, Mary provided strategic guidance on which advocates, elected officials, and state education leaders to engage around NCTQ’s findings on the misalignment between Massachusetts teacher prep programs and the science of reading. She facilitated introductions, participated in briefings alongside the NCTQ team, reviewed op-ed drafts, and advised on the positioning and distribution of NCTQ’s report. As a direct result, the final Act requires teacher preparation programs to align with evidence-based literacy instruction and establishes oversight mechanisms to hold every program accountable. She connected members to legislative champions like Sen. DiDomenico, Rep. Sena, and Rep. Cataldo; centered parent voices at hearings; and amplified other members’ efforts through her advocacy. 

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

Mary embodies the PIE Network Community Agreement in both her leadership style and her approach to partnership. She believes deeply that connection is the foundation for meaningful change and consistently invests in building authentic relationships across organizations, sectors, and perspectives. Through her leadership of Mass Reads, she has created opportunities for educators, advocates, policymakers, researchers, and funders to learn from one another and work toward a shared vision for students. Mary approaches differences with curiosity and respect, helping partners navigate challenging conversations while keeping students at the center. She is also willing to be vulnerable, share lessons learned, and create space for others to do the same, fostering a culture of trust and continuous learning. 

Under her leadership, the Coalition’s work was anchored in dramatically improving outcomes for the nearly 80% of low-income Black and Latino students and 90% of students with disabilities in Massachusetts who are not reading at grade level. Mary held that moral imperative for the Coalition and ensured the voices of those most impacted were visible at every hearing, in every media moment, and in every conversation with legislators.

What distinguishes Mary is her commitment to collective impact; she freely shares resources, makes connections, elevates the work of others, and celebrates the successes of the broader field. Her leadership reflects the very best of the PIE Networks’ give-and-get spirit and demonstrates how strong relationships, mutual respect, and shared learning can drive meaningful change for students.

RESOURCES

• Compromise would reshape how Massachusetts teaches reading –  Commonwealth Beacon
• Mass. Senate unanimously approves long-awaited overhaul of state’s reading curricula – The Boston Globe 
• What I’d like to see the state’s new ed commissioner tackle first (Viewpoint) – masslive.com 
• Senate and House aligning on evidence-based reading instruction–  Commonwealth Beacon

Nominated by:

• Christopher Marino (Teach Plus Massachusetts)
• Jennie Williamson (EdTrust in Massachusetts)
  
• Heather Peske (NCTQ)

Parents Amplifying Voices in Education (PAVE)

SUMMARY

Maya Martin Cadogan has embodied the give-and-get spirit of the Network by weaving together DC education advocates, funders, system leaders, and national partners to support other PIE Network members’ efforts to defend and advance a positive, evidence-based education narrative for DC’s kids and schools. She also currently serves as the PIE Network Board Chair.

EXAMPLES OF MAYA’S ADVOCACY

Maya Martin Cadogan went well beyond her daily role as Executive Director of PAVE by serving as the connective tissue for a citywide coalition at a moment when DC urgently needs a coordinated, credible education story. Through DC Kids and Schools (DCKS), she helped bring together local nonprofits, funders, charter schools, DCPS, and other strategic education partners to elevate what is working in DC while remaining honest about what still needs improvement. 

A specific example is how quickly she built the DCKS launch infrastructure. In August, she coordinated funding, a funder lunch, website development, coalition partner recruitment, campaign communications, launch event planning, speaker outreach, and partner alignment. Maya secured early philanthropic commitments from local family philanthropies to support the effort. By the September launch, that behind-the-scenes weaving produced a national-facing moment. The launch breakfast drew 54 people in the room, including leaders from ED, Senate HELP, Bush Institute, Bellwether, U.S. Chamber of Commerce, Progressive Policy Institute, Fordham Institute, Collaborative for Student Success, NewSchools Venture Fund, and Charter School Growth Fund, as well as DC Councilmembers and education leaders. 

Maya’s strategy went beyond convening people. Her goal was to equip coalition partners to be leaders and faces of the campaign. Before the launch, she sent coalition partners materials, a lookbook, a brochure, table goals, talking points, and explicit guidance to focus on four bipartisan pillars: high-quality choice, math and reading gains, career and college focus in high school, and universal Pre-K. Within three months, the coalition had hosted a launch breakfast, two dinners, three school tours, created two campaign videos, started a newsletter, and launched a new website. The campaign has raised DC’s national profile, helping all coalition members be more successful in fundraising for their work.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

Maya embodies the spirit of a strong Network by giving generously, helping others to lead, and centering shared purpose with the conditions that help her peers show up well. She currently serves as the PIE Network Board Chair, where she models the Community Agreement through every Network interaction. Her DCKS emails consistently model collaboration by thanking partners, naming contributions of her team and coalition members, and inviting questions and ideas that distribute responsibility across the group rather than positioning the work as belonging to one organization. 

She weaves in the deepest sense, connecting people who hold different kinds of power and expertise so they can work together toward a bigger purpose. The campaign includes parents, school leaders, systems leaders, elected officials, practitioners, and funders as the audiences to unite around advancing public education in DC and shifting the national narrative. That is exactly the kind of cross-role, cross-sector connective work the Weaver award recognizes. Maya’s leadership is especially powerful because she pairs inspiration with practical infrastructure. She did not simply ask partners to believe in DC’s story but equipped them with a toolkit that included key data points, communications training, and explicit next steps for outreach and amplification. 

The campaign Maya created made space for the coalition to respond to a volatile policy environment. The DCKS federal roundup was designed to summarize federal developments from Congress, the White House, and key agencies, and explain the impact on education and DC. She connected federal developments, local budget pressures, home-rule concerns, and education policy so that partners could advocate from a shared, informed base. Finally, Maya embodied both care and urgency. Her messages repeatedly return to “our kids and schools,” the need to love and support DC through difficult moments, and the importance of keeping students at the center. Even when managing intense logistics, she kept the coalition grounded in purpose, gratitude, and shared responsibility.

RESOURCES

• DC Kids and Schools website
• DCKS LinkedIn page
• 74 blog co-authored by Deputy Mayor for Education Kihn and Superintendent Mitchell: How D.C. Public Schools Are Reimagining What’s Possible for Every Student – The 74

Nominated by: Josh Boots (EmpowerK12)

Progressive Policy Institute

SUMMARY

Rachel Canter is the Director of Education Policy for the Reinventing America’s Schools project at the Progressive Policy Institute and served on PIE’s board from 2018-2023. She is a powerful national thought leader who helped Mississippi achieve transformative success and now works to help others understand what it takes to translate good policy into transformative gains in student outcomes.

EXAMPLES OF RACHEL’S ADVOCACY

In 2008, Rachel founded Mississippi First and served as its Executive Director for over 16 years. In Mississippi, Rachel led advocacy efforts for multiple watershed public education initiatives, including the passage and expansion of the state’s pre-K law, the passage of the state’s charter school law, the adoption of new state education standards and assessments, the passage of a new teacher loan repayment program, the passage of a historic teacher pay raise in 2022, and the passage and funding of the 2024 student-centered public school funding formula. In addition to leading many of the state’s key education policy conversations with the legislature, she also worked with the Mississippi Department of Education to implement the reform agenda. Since then, Rachel has become a go-to resource for reformers across the country trying to understand what Mississippi’s reforms can serve as a model for other states. Her “Inside the Mississippi Marathon” report, published in April, delves into elements of Mississippi’s reforms with great specificity so that other states can create their own roadmaps to success. She frequently speaks at state and national forums (and writes) about how to take the Mississippi model national, giving reformers and policymakers across the country hope that improved student outcomes are possible.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

Throughout her career, Rachel has built a reputation as one of the most effective education reformers in the country. She has shown a steadfast commitment to building connections, candidly sharing her personal experience, and engaging in conversations across lines of difference. Working across sectors and with leaders at every level, Rachel has helped strengthen not just PIE Network organizations but the sector broadly. She is deeply committed to rebuilding public education and helping the field move beyond ideological and partisan deadlock.

RESOURCES

• Rachel Canter – Progressive Policy Institute
• Inside the Mississippi Marathon – Progressive Policy Institute
• States Are Learning the Wrong Lesson From the ‘Mississippi Miracle’ – The Atlantic

Nominated by: Victoria McDougald (Thomas B. Fordham Institute)

Robin Steans, Advance Illinois

SUMMARY

Mentor, champion, cheerleader, confidante, maverick, one-of-a-kind, top-level nerd, head of the pack—these are just a few of the terms that characterize Robin Steans as a weaver working within the Illinois and national education reform community.

EXAMPLES OF ROBIN’S ADVOCACY

Known for her exceptional work ethic, charm, wit, wisdom, and unwavering belief in what’s possible, Robin Steans has nurtured and inspired dozens of leaders and rising leaders in the PIE Network over the past two decades. Many of us have looked to her as a role model for getting things done. She is often the powerful nudger who inspires someone to take on a new leadership role, launch a new initiative (or entirely new organization), or join an effort underway to change how Illinois education works to better serve students. 

Robin has been a transformative leader in strengthening Illinois’ public education system. In her official capacity as President of Advance Illinois, Robin has been responsible for:  

• Championing The State We’re In, connecting research, data, and community voices to inform policy and galvanize action around Illinois’ most pressing education challenges since 2010. 
• Working to pass the Evidence-Based Funding Formula in 2017 and continuing to advocate for more investment, with widespread impact in every Illinois district, and leading the effort to do the same in early childhood and higher education.
• Forming and leading the Educator Pipeline Group that’s been together since 2019, bringing virtually every major statewide stakeholder together to address systemic pipeline challenges. The group has advanced major policy wins (forming and funding a statewide Educators Rising org, pushing for the state teacher recruitment landing page, promoting and defending the MTI scholarship and its current iteration) and has made a meaningful difference in teacher vacancy rates while also increasing teacher diversity.
• Championing access to high-quality schools by advancing rigorous standards, strong accountability, and policies that expand educational opportunities for historically underserved communities and families.
• Working to build and protect robust data systems across the B-20 education continuum, especially important amid the elimination and disruption to federal data collection.
• Convening the broader sector to deepen the understanding and advocacy efforts around changes in federal education policy and how they would impact Illinois schools, communities, and families; and informing the public on key state educational issues, translating complex policy debates into accessible information that helps communities advocate for their schools.

In her capacity as former Board Chair of the PIE Network, members will know Robin from the Eddies stage, where she and Chris Korsmo served as co-hosts of these very awards, culminating in her “Most Masterful Mistress” award at the end of her multiple-year run.

Long before Robin became the founding executive director of Advance Illinois or joined the PIE Network, she was already a legend in Chicago public education, shaping the district’s three-decade transformation from a troubled system to one on the rise. As a founding board member of North Lawndale College Prep, she has championed high-quality public school options that deliver transformative outcomes for students and families. She continues to advance Chicago’s schools today, bringing state and national perspectives to local advocates.  

Few are more deserving of this distinction. We are delighted to nominate Chicago’s own Robin Steans for all she has woven into the PIE Network, locally and nationally.

BRINGING THE PIE NETWORK COMMUNITY AGREEMENT TO LIFE

The PIE Network Community Agreement is about fostering connection, engaging in respectful and direct conversations across lines of difference, and building brave spaces to get vulnerable, take risks, and learn. Robin brings these to life in the following ways:

• Robin models what “showing up” means at its best. She shows up for the important moments of her peer advocates, sends notes of encouragement and affirmation before and after wins (big and small), and helps us all stay clear-headed during times when we are most challenged.
• For more than a decade, she has championed thoughtful bipartisan collaboration in Illinois, including as a dedicated volunteer and supporter of the Edgar Fellows Program, helping foster relationships across political, racial, geographic, and ideological differences.
• For those who have reported to Robin or sat at a negotiating table across from her, you likely never worked with anyone quite like her. She suffers no fools and sets a high bar, while her affirmations help you strive for excellence. Robin amazes with her ability to be in the know on a vast array of issues, taking on more than seems humanly possible. She possesses a gift of being resolute and clear-headed, keeping her eye on the north star—student outcomes—in the face of adversity, criticism, and pressure from all angles. 
• Within her own organization, she trusts people with meaningful responsibility, invests in their growth, and challenges them to stretch beyond what they thought possible. She listens, inviting staff to push her own thinking, making both the work and the organization stronger.
• Robin allows us all to celebrate the incremental win, remember the big picture, and keep moving forward with an unwavering belief in what’s possible when people come together for a common cause and put students first.

RESOURCES

• Illinois Board of Higher Education- Commission on Equitable Public University Funding 
• Illinois Commission on Equitable Early Childhood Education and Care Funding-Report of Findings & Recommendations
• From The Desk- In The Face Of Uncertainty
• IWERC Advisory Board
• Advance Illinois 15-Year
• Op-Ed: How Do We Address The Educator Shortage In Illinois

Nominated by: Advance Illinois, The Chicago Public Education Fund, E4E Chicago, Illinois Network of Charter Schools, Kids First Chicago, Stand for Children Illinois, and Teach Plus Illinois