All4Ed

All4Ed CEO Amy Loyd shares concerns over Indiana’s recently approved waiver, noting that the agency shut down Indiana’s requests for a “substantial local block grant and the ability to use school improvement funds in schools that were not identified for support.”

Still, the agency is sidestepping ESSA’s key requirements in reading and math.

“Considering recent NAEP scores, now is not the time to devalue reading and math performance,” she said, referring to the bleak results from the latest National Assessment of Educational Progress’ Long-Term Trend Assessment.

Read more from POLITICO here:

5 Ways K–12 IT Leaders Can Prepare for Enrollment Declines Cost fluctuations add to the complexities of the K–12 technology funding landscape. Edtech leaders offer advice to sustain essential tools in the face of so many unknowns.

Today from The 74: Trump Admin. Eases Few of the Federal Grant Restrictions Indiana Requested

The Trump administration on Tuesday gave Indiana just a fraction of the freedom the state wanted in loosening restrictions on how federal money is spent on low-income and vulnerable students, suggesting other states are unlikely to win sweeping changes.

All4Ed’s Phillip Lovell comments: “I hope that it signals that, at least when it comes to waivers, the department is doing closer to the law than what some may have expected.”

Lovell said the Iowa and Indiana waivers show the Trump administration is “being a bit more moderate than what many of us had feared they would be.”

Read more:

Trump Admin. Eases Few of the Federal Grant Restrictions Indiana Requested Some regulations were loosened for federal Title grants to the state, but not to school districts as some conservatives want.

📢 NEW BLOG: Assessing the Assessments: 2026 State Bills on Summative Assessments

As states consider changes to their assessment systems, a clear divide is emerging. Some legislative proposals would reduce statewide testing or create fragmented assessment systems, while others use assessment data to expand access to advanced coursework and target support for struggling students.

What happens next could shape how educators, families, and policymakers understand student learning and school performance for years to come.

Link to the blog below.

On June 15, 1982, the Supreme Court affirmed in Plyler v. Doe that all children—regardless of immigration status—have the right to access a free public education.

Exactly 44 years later, that promise remains deeply connected to whether students feel safe enough to learn. Today, we recognize the anniversary of this landmark decision and honor The López Family and the families who helped make this ruling possible.

As we recognize the anniversary of Plyler v. Doe, we are reminded that protecting access to education also means protecting a student’s sense of safety, belonging, and opportunity.

💡 Read Rethinking Plyler: Preserving the Right to Education for Undocumented Children: https://publications.lawschool.cornell.edu/lawreview/2026/01/06/rethinking-plyler-preserving-the-right-to-education-for-undocumented-children/

All4Ed CEO Amy Loyd shares support for Representatives Menefee and Bynum’s latest bill helping schools improve attendance and provide support for students at risk of missing classes.

“I applaud Representatives Menefee and Bynum for introducing the All In For Attendance Act,” said Dr. Amy Loyd, CEO of All4Ed.

“Engagement is essential for student success. This legislation will address chronic absenteeism by giving school districts resources to develop comprehensive approaches, from data collection to counseling, that will promote student outcomes.”

“Recent results from the National Assessment of Educational Progress show we must do more to support student academic achievement. This legislation is the type of policy that is needed to ensure all of our young people have the opportunity to thrive.”

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Congressmembers Menefee and Bynum Introduce the All In for Attendance Act to Combat Chronic Absenteeism and Support Student Success WASHINGTON, D.C. — Today, Reps. Christian D. Menefee (TX-18) and Janelle Bynum (OR-05) introduced the All In for Attendance Act, a bill to help schools improve attendance and provide support for students at risk of missing classes. The All In for Attendance Act allows local educational agencies to...

Policy has a powerful role to play in removing barriers and creating opportunities for learners across education and workforce systems — and some states are already showing what's possible.

Today, ExcelinEd is hosting a webinar featuring state and national leaders who are putting the Purposeful Pathways framework into action. From outcomes-based funding in Texas to high school transformation in Ohio, this conversation is packed with actionable strategies you won't want to miss.

Register here: https://us02web.zoom.us/webinar/register/WN_yMNEZd5NTLGczVO-XRdAjA #/registration

Plyler v. Doe isn’t just about an individual group of students; rather, it’s about the strength of a welcoming and inclusive community.

When all children have access to education, we see stronger economies, healthier communities, and a more prepared workforce. Limiting access to K-12 wouldn’t just harm students; it would create long-term consequences for the country.

Education access benefits everyone.

💡 Read this report by FWD.us: https://bit.ly/43uCUrv

National Immigration Law Center

For over 40 years, the Supreme Court’s decision in Plyler v. Doe has made one thing clear: all children—regardless of immigration status—have the right to a free public education.

Despite ongoing misinformation, this right is grounded in the Constitution and continues to shape school systems across the country.

Education is not conditional. It is a right that must be protected for every child.

💡 Reference: Undocumented Students Have a Right to a Free Education. This is Why

NEW BLOG!

“Pattern Matching,” the latest post in our Normal Gets Us Nowhere series, is now live.

AI is reshaping conversations across education and workforce development, but a lot of the response still feels familiar: new language, same pathways strategies.

This blog digs into what happens when we keep “matching the pattern” instead of questioning it:
• Why AI literacy is becoming the ceiling instead of the floor
• How young people are actually thinking and feeling about AI
• And why focusing only on skills and credentials misses the bigger picture

If we keep building the same systems in response to new disruption, we shouldn’t be surprised when we get the same outcomes.

🔗Link below!