This year has been eventful for K-12 education. Early on, data from the first full year of post-pandemic instruction showed that many states are still behind in math and reading as compared to pre-pandemic proficiency levels. A few months later, the largest federal investment in K-12 education in the nation’s history expired, leaving many school districts around the country facing large budget crunches. Most recently, the election of a new President and nomination of a new Secretary of Education has left many wondering what the administration’s education agenda will look like.
As we close out on the first year of Commerce Meets Classroom, it feels fitting to offer our thoughts on what we’d like to see as a focus in K-12 education in the coming year:
Renewed state focus on measuring student outcomes
In the 2000s, 27 states required students to pass an exam to graduate high school. Since then, less than 10 states have maintained this requirement, with Massachusetts becoming the latest state to jump ship after a controversial ballot measure in November. New York, Florida, and New Jersey are likely to follow.
While opponents of these requirements point to important statistics of historically underserved student groups being denied diplomas at higher rates, this argument misses that removing the exam requirement does not address the underlying issue that students who do not pass these exams have not mastered the essential skills needed for success beyond high school. We cannot take our eyes off the goal of ensuring that all students, especially the most underserved, are not unfairly passed through the system without learning essential skills. Watering down the value of a diploma does nothing for our goal of ensuring every student is prepared for success in work and life.
Data-driven investments
Comprehensive data collection measures — such as state assessments — make it possible to analyze outcomes for specific student groups and ensure that the necessary supports are in place for struggling learners. As I’ve written about before, impending budget crunches in the education sector make it all the more important for leaders to spend dollars wisely by investing in interventions that will boost outcomes for those who need it. Yet, based on the U.S. Government Accountability Office’s audit of school improvement plans, I am not convinced that all decisions about spending in school districts are made with evidence and improving student achievement in mind. Hearteningly, a focus on data-driven investments may become a priority on the federal level next year, with U.S. Sen. Bill Cassidy, the incoming chair of the Senate Health, Education, Labor, and Pensions (HELP) Committee, emphasizing the importance of data-driven reading interventions and a focus on students with dyslexia.
More research and development on what works
To spend money wisely, we need to know what strategies work best for increasing student outcomes, but too little research exists on the effectiveness of different interventions. Research shows that in the aftermath of the pandemic, a handful of states and districts have been successful in returning students to pre-pandemic achievement levels in math and reading and emerging findings point to interventions like high dosage tutoring as being particularly effective. However, there are many interventions that have yet to be studied in earnest, such as Texas’ strategy to extend the school year, that require additional research to understand its impact and ability to scale. In general, for all of the data we now have about student learning, it seems like research into effectiveness has not kept pace. I hope that changes — especially since business leaders across the country stand ready to engage, invest, and support evidence-based solutions that will improve their future workforce.
Advances in career and technical education
Finally, I would be remiss not to mention something that we at the U.S. Chamber of Commerce Foundation often discuss — work-based learning and career and technical education (CTE). By 2031, more than 70% of jobs will require training beyond high school, and as college costs rise and as entry-level jobs increasingly require technical skills and experience, we need quality alternatives that provide learners with options to build skills and enter the workforce.
A recent EdWeek survey found that two-thirds of school and district leaders say that their districts allow students to enroll in CTE pathways that lead to industry-recognized credentials. In line with this trend, the College Board is expanding the AP model to CTE through its pilot Career Kickstart program, which will “offer courses that satisfy high school credit requirements while also allowing students to earn college credit and an industry recognized certification.”
I hope the momentum for work-based learning, CTE, and apprenticeships continues to build, leading to meaningful partnerships between schools and businesses in 2025. Onwards.
Read more from the Commerce Meets Classroom series.
About the authors
Kyle Butler
Kyle Butler is senior manager of K-12 education programs at the U.S. Chamber of Commerce Foundation.
