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It reviews state and federal mechanisms for incorporating student input and argues that current approaches often limit student influence. The brief defines student voice across a spectrum and highlights community-centered policymaking, emphasizing meaningful student participation to improve equity, school climate, and culturally responsive policy outcomes.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-students-can-help-build-better-education-policy-issue-brief/582695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-students-can-help-build-better-education-policy-issue-brief/582695.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What approach does the brief recommend for incorporating student voice at the federal level?","Question",{"text":112,"@type":113},"Policymakers should include students in all stages of the process and expand beyond purely anecdotal input. The document emphasizes giving students roles in planning and directing activities, especially those from marginalized backgrounds.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},582695,1792190902,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","How Students Can Help Build Better Education Policy  \nBy Ashley Jeffrey and Sadie Bograd July 22, 2021  \nThere were 53.1 million K-12 students in the United States as of 2018, the most recent official data available.1 This is significantly higher than the number ofK-12 administrators, approximately 460,000,2 and the number of public school teachers, 3.1 million.3 Yet while students comprise the largest population of educational stakeholders, they are rarely included in education governance at any level. And although they are among those most affected by education policy choices, they are often left out of education policy decision-making.  \nAs of 2019, only 23 states included student members on their state Board of Education,4 which sets school policy. The majority of those students were nonvoting members, so their influence at the state level was limited. When it comes to education policymaking at the federal level, the U.S. Department of Education uses a few strategies to incorporate student input. When it is sought, student input often comes through anecdotal stories shared at roundtables or from internships or other student outreach initiatives. Unfortunately, these efforts do not meaningfully incorporate student voice. And while many policies from the Education Department are directed at marginalized students such as those from low-income families, students of color, English language learners, and students with disabilities, these students are provided little to no say during the creation of those policies. The Center for American Progress supports community-centered policymaking in which those in power center and uplift the voices and perspectives ofthose closest to the issues at hand.5 To develop federal education policy that helps all students succeed, policymakers must include students in all stages ofthe process.  \nImportantly, students from low-income communities and other marginalized backgrounds should have a seat at the policymaking table because these are the very students whom federal policies purport to help.  \nDefining student voice  \nStudent voice experts measure student voice on a spectrum, ranging from expression and consultation on the lower end to activism and leadership on the higher end.6 (see Figure 1) For example, some experts describe student voice as a spectrum7 or pyramid8 to note that different levels of student engagement offer different levels of student agency.9  \n\n| FIGURE 1\u003Cbr>Types of student voice\u003Cbr>Adapted version of Toshalis and Nakkula's \"The Spectrum of Student Voice Oriented Activity\" and Mitra and Gross' \"Pyramid of student voice\"\u003Cbr>Being heard ~~ Collaboration with adults ~~ Leadership\u003Cbr>|  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>EXPRESSION CONSULTATION PARTICIPATION PARTNERSHIP ACTIVISM LEADERSHIP |  |  |  |  |  |\n| Volunteering opinions; student contributions acknowledged by adults | Sharing feedback and opinions in focus group or survey | Participating in meetings with decision-makers | Explicit, institutionalized role in decision\u003Cbr>making | Identifying problems and solutions; advocating for change | Co-planning,\u003Cbr>co-executing, and having shared responsibility for outcomes |\n| Sources: This graph is adapted from Eric Toshalis and Michael J. Nakkula,“Motivation, Engagement, and Student Voice”(Boston: Jobs for the Future, 2012), available at [https://j](https://j) [org-prod-prime.s3.amazonaws.com/-](org-prod-prime.s3.amazonaws.com/-)[media/documents/Motivation_Engagement_Student_Voice_0.pdf](media/documents/Motivation_Engagement_Student_Voice_0.pdf); Dana L. Mitra and Steven Jay Gross,“Increasing Student Voice in High School Reform: Building Partnerships, Improving Outcomes,” Educational Management Administration & Leadership 37 (4) (2009): 522–543, available at [http://www.buildingpublicunderstanding.org/assets/](http://www.buildingpublicunderstanding.org/assets/)􀀞les/increasingstudentvoiceinhighschool reform. pdf. |  |  |  |  |  |\n\nThis issue brief discuss","cbCaivQ40k0dfvHO","https://ap.wps.com/l/cbCaivQ40k0dfvHO","pdf",213913,11,"English","# Defining student voice\n## Types of student voice spectrum\n# The importance of community-centered policymaking\n## Why student participation matters\n## Benefits for students and policymakers\n# How to incorporate student voice at the Education Department\n## Federal-level incorporation approaches","[{\"question\":\"What approach does the brief recommend for incorporating student voice at the federal level?\",\"answer\":\"Policymakers should include students in all stages of the process and expand beyond purely anecdotal input. The document emphasizes giving students roles in planning and directing activities, especially those from marginalized backgrounds.\"}]","How Students Can Help Build Better Education Policy - Issue brief | PDF",1792044245,28]