2016 ASCD Legislative Agenda

Developed by ASCD members, the 2016 ASCD Legislative Agenda (PDF) outlines the association's public policy priorities.

Effective communities strive to collaboratively support the whole child and envision school success in terms of students and staff who are healthy, safe, engaged, supported, and challenged. Conditions for creating a system that supports the whole learner include the assurance of equity and access to high-quality educational opportunities.

ASCD calls on policymakers and stakeholders to align educational programs and create a coherent system to support and develop the whole learner, from early childhood to graduation. Establishing the following policy recommendations will promote the success of students, educators, schools, communities, and the nation.

Conditions for Learning

A foundation of systemic support—across families, schools, and communities—is necessary for students to achieve and thrive. Now, more than ever, the development and growth of the whole child must be systemically promoted through

• Personalized learning and a well-rounded education.
• Social-emotional learning instruction.
• Culturally relevant and identity-affirming curricula and learning environments.
• Meaningful partnerships and engagement with students, families, businesses, and community organizations.
• Funding that is robust, equitable, and recognized as an investment priority.
• The accessibility of community- and school-based extended learning opportunities.
• Restorative rather than punitive approaches to student discipline.
• Transitional supports to prepare students for postsecondary pursuits.
• The availability of community- and school-based mental health services.
• Interagency collaboration across all entities that support children.

Whole Child Accountability

As schools and communities embrace a broader, more comprehensive definition of student success that prepares graduates for college, career, citizenship, and lifelong learning, next-generation accountability systems must

• Incorporate multiple measures of performance for students, educators, and schools that include data beyond test scores and capture conditions for learning.
• Include community-level data to highlight our shared responsibility for student success.
• Provide the public with clear and understandable information on performance and progress.
• Promote the personalized and protected use of qualitative and quantitative data for decision making.
• Create a model for continuous improvement and promote a growth mindset.
• Support flexibility and autonomy in decision making while maintaining a focus on ongoing support for the most in-need students.

Educator Leadership and Support

Teachers and school leaders are the two most important in-school factors for student achievement, and they deserve the recognition and resources to maximize student learning and prepare our young people for the future. Policymakers must ensure that each student has access to effective educators by

• Making necessary investments in time and resources to support educators along the entire career continuum, from induction and mentoring to career ladders and varied teacher leadership opportunities.
• Providing personalized professional development that is strengths-based and needs-aligned and that encourages collaboration and a culture of ongoing learning.
• Providing incentives for both retaining effective educators and recruiting high-achieving students to enter the profession.
• Offering flexibility in routes to licensure while maintaining rigorous professional standards.
• Fostering collaboration between institutions of higher education and local districts regarding educator preparation programs.