Jenn Ellis
Director of State Government Relations
Nationwide, parents, educators, district leaders, policymakers, and students are engaged in critical questions around education policy. The answers to many of these questions around the purpose of education, how we measure success, how we incorporate artificial intelligence (AI) safely and effectively into education, and how our education system adapts to a quickly changing world and population, will set the direction of our schools and country for decades to come.
While there is no place in the United States that is immune from these considerations, the reality remains that much of education policy is developed, implemented, and amended at the state and local levels. In early 2024 Senates and Houses opened for business (and to our one unicameral legislature, we see you Nebraska!). Legislatures considered, held hearings, killed, and passed thousands of bills on far reaching topics. In the midst of this important work, education was central in many states.
While legislative sessions have not concluded in all 50 states, many have adjourned their 2024 work, and All4Ed wanted to take a moment to highlight a few bills that held our interest nationwide. For more information and resources on state legislative sessions, state policy recommendations, and case studies of innovative and exciting policy work happening around the country, please see our State Policy Center.
High School to Higher Education
From college and career pathways to early college credit opportunities, states are continuing efforts to build education systems that connect students to and prepare students for postsecondary education and future careers. State legislatures have approached this work from different angles, tackling complex and interwoven issues while navigating differing political and policy landscapes. But despite differences, the unifying theme of these policies is building less siloed and more cohesive systems that follow students as lifelong learners.
Indiana SB 8 – Status: Enacted
Indiana deepened its work connecting high school and postsecondary educational opportunities through SB 8, which was signed into law by Governor Eric Holcomb in March 2024. This law requires all Indiana high schools to offer the Indiana College Core (a block of 30 general education credits that transfer from and between high schools and postsecondary institutions in the state) over the next few academic years, with some exceptions where not feasible, and for online opportunities to be made available for high school students to participate in the program. The law also requires that both postsecondary credit and secondary credit towards a students’ high school diploma be offered for participating students. The law makes additional changes to postsecondary education by requiring reporting on the feasibility of increasing the number of degrees and programs eligible for reverse transfer in the state (the practice of awarding an associates degree to a student who has met all the degree requirements but who transferred to a 4-year institution before completing those requirements at the original community college or institution) and of developing additional three-year bachelor degree programs at state postsecondary institutions.
Virginia HB 1087 – Status: Enacted
Virginia HB 1087 was enacted in April 2024. This legislation established the College and Career Ready Virginia Program and Fund, which will offer no cost postsecondary coursework to high school students aimed at expediting time to completion of a postsecondary degree or certificate. The program builds on existing pathways work in Virginia by requiring all school districts to offer students sufficient access to courses to complete the Passport Program and the Uniform Certificate of General Studies Program, including through virtual offerings if necessary. The program also guarantees the transfer of credits obtained through the program to all public institutions of higher education in the state. The program additionally includes counseling for students and parents, as well as requirements for data-driven, continuous improvement of the program.
New Jersey S 2076 – Status: Enacted
In January 2024, New Jersey enacted a 3-year Innovation Dual Enrollment Pilot Program. Under this program, selected districts will receive grant funding to administer the pilot, including covering the cost of dual enrollment participating for students. Selected districts would partner with postsecondary institutions to provide participating students with 1-15 credits of postsecondary credit per semester. Public institutions would guarantee transfer of postsecondary credits gained through the pilot. The program will prioritize districts with historically lower rates of college enrollment and students eligible for free or reduced price lunch. At the conclusion of the pilot, a report and policy recommendations on the feasibility of administering the program statewide will be created and sent to the Governor.
Digital Equity
There can be no educational equity without digital equity. As our world becomes increasingly digital, being “Future Ready” and succeeding academically hinges on everyone having access to digital technology. Furthermore, given the rapid integration of technology into our daily lives, it is now more imperative than ever that students have access to physical devices, accessible high-speed home internet, and opportunities to learn in classrooms. In addition to having access, it is also important that students graduate with an in-depth knowledge of how to use these technologies. Recent legislative efforts across various states highlight the commitment to bridging the digital divide. These efforts focused on three main themes: ensuring access and affordability, protecting student privacy, and building knowledge of digital technology and skills.
Accessibility and Affordability:
California SB 1383 – Status: In Assembly
Making internet services accessible and affordable is a cornerstone of digital equity. In California, SB 1383, introduced by Senator Bradford, aims to connect low-income communities to broadband networks by providing grants and loans for broadband projects. The bill would require that service plans offered are either free or low-cost, ensuring that marginalized communities can participate in the digital world. This accessibility is essential for accessing education, healthcare, employment, and other services that are increasingly moving online. While the bill has not been enacted, if enacted students would greatly benefit from this increase in access.
Protecting Student Privacy:
Colorado SB 41 – Status: Enacted
Given how increasingly online we are as a society, implementing robust privacy protections for minors is imperative. An Amendment to the Colorado Privacy Act was enacted on May 31st, 2024. The bill requires a data protection assessment for any online service, product, or feature known or presumed to be used by minors, alongside maintaining documentation of such assessments. The bill prohibits the processing of a minor’s personal data for targeted advertising, the sale of personal data, or the profiling of minors without consent. By ensuring that minor’s data is handled with care, this amendment serves to create a safer digital environment for minors, promoting their safe participation in digital spaces.
Building Knowledge of Digital Technology and Skills:
Alabama HB 147 – Status: Enacted
Investing in educational programming that builds the skills for using digital technology is vital for leveling the playing field for students from various socio-economic backgrounds. Alabama’s HB 147 allocates supplemental appropriations from the Education Trust Fund Advancement and Technology Fund to various school systems and colleges and universities. By ensuring that schools and colleges have the necessary technology, this bill aims to help equip students with the tools they need to succeed in the digital age. Investments in educational technology ensure access and improve student’s ability to gain digital literacy.
Next Generation Accountability
Under the Every Student Succeeds Act (ESSA), states set up their accountability systems to identify the lowest-performing schools and schools with underperforming subgroups for comprehensive and targeted support. However, school identification is only the first step. The benefits of school accountability systems hinge on states providing continuous support and tailored resources to schools that they designate as most in need of additional help. As state leaders are rethinking ESSA accountability after the pandemic, state legislatures have been proposing bills to strengthen their accountability systems to better support students in the lowest-performing schools.
DC B25-0540 – Status: Enacted
In April, the District of Columbia (DC) passed the School Improvement Amendment Act of 2023. It aims to elevate school support as an urgent priority by establishing greater responsibility and accountability for the Office of the State Superintendent of Education, or OSSE—DC’s state education agency. The legislation will establish a “school support office” within OSSE to implement a “school support program” in DC’s lowest-performing schools beginning in the 2025-26 school year.
To help Comprehensive Support and Improvement (CSI) Schools substantially and effectively improve their academic outcomes, the new legislation tasks OSSE—and its new school support office—with providing direct support, such as leadership development and direct coaching, to CSI schools. Moreover, CSI schools used to only get federal funding through the Investment in Schools grant for school improvement purposes. The new legislation allows OSSE to provide local funding to CSI schools in addition to any federal or formula funding already available to them. To hold OSSE accountable, the law also requires OSSE to submit a report biennially to the Mayor and the Council to address the effectiveness of the school support program.
Alaska SB 52 – Status: Failed
Postsecondary training and credentials lead to increased earnings and more career opportunities. However, Alaska has one of the lowest postsecondary attainment rates in the nation. As the state is prioritizing building a more educated and skilled workforce, there is an urgent need for keeping track of high school graduates’ journey beyond high school. Alaska SB 52 proposes that the Department of Education should collaborate with the Department of Labor and Workforce Development to gather data on the progress of each high school graduating class by collecting career, postsecondary education, and residency data on each student in the graduating class. The data will be collected every five years for 20 years after high school graduation; and the Department of Labor and Workforce Development should publish a biennial report on the data.
Conclusion
The 2024 legislative sessions across the United States have highlighted the critical role state and local governments play in shaping the future of education. From postsecondary pathways and digital equity to school accountability systems, lawmakers have addressed diverse and pressing issues. As we look ahead, the ongoing dialogue among policymakers, educators, and communities will be crucial in ensuring that policies that serve all of our students are passed, and effectively implemented, and that they continue to evolve to meet the changing demands of society. For more information and resources on state legislative sessions, state policy recommendations, and case studies of innovative and exciting policy work happening around the country, please see our State Policy Center.
