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It argues for shifting from an industrial “one-size-fits all” model to student-centered learning that builds knowledge, strengthens student agency, and emphasizes competencies. Recommendations cover creating a statewide Profile of a Graduate, modernizing inequitable K–12 education funding, advancing racial equity through early opportunity and anti-racist practices, and expanding educator workforce diversity and modernizing educator professional learning through competency-based systems.",{"@graph":69,"@context":122},[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/state-policy-priorities-and-recommendations-march-2022/582744/",{"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/state-policy-priorities-and-recommendations-march-2022/582744.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core vision behind the state policy recommendations?","Question",{"text":112,"@type":113},"The recommendations aim to move away from a rigid, one-size-fits-all instructional model toward student-centered policies that support student agency, build knowledge, and prioritize competencies over seat-time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should states define graduation expectations?",{"text":117,"@type":113},"States should develop a statewide “Profile of a Graduate” (also called a Portrait of a Graduate) specifying the academic knowledge, skills, and experiences students must have to succeed in college, the workforce, and life.",{"name":119,"@type":110,"acceptedAnswer":120},"What approaches are proposed to improve K–12 education funding equity?",{"text":121,"@type":113},"Funding systems should account for student demographics and socioeconomic status, historical disinvestments, and differences in local tax revenues; recommendations include new equitable allocation formulas and investments to expand modern learning opportunities and teacher workforce quality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582744,1792062355,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","State Policy Priorities and Recommendations  \nMarch 2022  \nThe Aurora Institute has worked with policymakers, practitioners, educators, researchers, and community members to develop the following state policy priorities and recommendations to foster educational equity, justice, and academic excellence for generations to come. We believe these policies will enable our education system to transition away from an industrial age “one-size-fits all” model in which educators unilaterally deliver instruction to a student-centered learning model that supports student agency, builds knowledge, and prioritizes competencies over seat-time. This vision of the future will require a concerted effort toward student-centered policies and rethinking how teaching and learning should take place to support lifelong learning.  \nESTABLISH A STATEWIDE PROFILE OF A GRADUATE  \nStates should set a clear and modernized vision for what students need to know and be able to do upon graduating by developing a “Profile of a Graduate.” A Profile of a Graduate, also known as a Portrait of a Graduate, outlines the academic knowledge, skills, and experiences each learner needs to excel in college and the workforce.  \nState Policy Recommendations  \n• Engage communities and diverse stakeholders to develop a vision to modernize and redefine holistic graduation requirements based on what students need to know and be able to do to succeed in the future.  \n• Develop a statewide “Profile of a Graduate” for K–12 education describing the knowledge, skills, and dispositions that students need for college, careers, and civic life.  \nMODERNIZE STATE EDUCATION FUNDING  \nK–12 education funding across the United States is complex, highly variable, and inequitable.  \nFunding systems should account for student demographics and socioeconomic status, as well as historical disinvestments to specific student subgroups, and address the impact of variation in local tax revenues based on community wealth to more effectively allocate resources to serve all students.  \nState Policy Recommendations  \n• Develop new formulas for equitable resource allocation, including metrics that weight funding distributions based on race and income (such asa Family Income Index), and/or the proportional share of students living in poverty and/or students of color enrolled in each school across the state.  \n• Invest funds to ensure every student has access to modern educational opportunities, powerful personalized learning, additional instructional supports, early childhood programs, paid work-based learning experiences, and a  \nhigh-quality teacher workforce.  \n• Create and engage with a working group of diverse experts and education and community leaders to study innovative approaches to equitable school funding formulas from other states and countries.  \nPhoto: Allison Shelley/The Verbatim Agency for EDUimages  \n2  \nADVANCE RACIAL EQUITY IN EDUCATION  \nFor over a century, students of color, especially Black and Brown students, have fared worse in almost every traditional educational measure of success compared to their white peers. Research on the learning sciences, however, shows us that all students can achieve at high levels and that learning happens on a continuum. It is critical that states address academic and opportunity gaps early and ensure that all students have access to a holistic, well-rounded education that supports whole-child development.  \nState Policy Recommendations  \n• Develop an education equity task force to address the unique needs of students of color and other historically underserved students.  \n• Incorporate anti-racist, culturally responsive, trauma-informed, and restorative practices in professional development for all educators, school leaders, educator paraprofessionals, and administrators.  \n• Establish new or reallocate existing state funds to individual schools with high percentages of low-income students to support learning and whole child support services.  Photo: Allison Sh","cbCaibbHrAUgswUQ","https://ap.wps.com/l/cbCaibbHrAUgswUQ","pdf",4654845,"English","# State Policy Priorities and Recommendations\n## Establish a Statewide Profile of a Graduate\n## Modernize State Education Funding\n## Advance Racial Equity in Education\n## Increase Educator Workforce Diversity\n## Modernize the Educator Workforce","[{\"question\":\"What is the core vision behind the state policy recommendations?\",\"answer\":\"The recommendations aim to move away from a rigid, one-size-fits-all instructional model toward student-centered policies that support student agency, build knowledge, and prioritize competencies over seat-time.\"},{\"question\":\"How should states define graduation expectations?\",\"answer\":\"States should develop a statewide “Profile of a Graduate” (also called a Portrait of a Graduate) specifying the academic knowledge, skills, and experiences students must have to succeed in college, the workforce, and life.\"},{\"question\":\"What approaches are proposed to improve K–12 education funding equity?\",\"answer\":\"Funding systems should account for student demographics and socioeconomic status, historical disinvestments, and differences in local tax revenues; recommendations include new equitable allocation formulas and investments to expand modern learning opportunities and teacher workforce quality.\"}]","State Policy Priorities and Recommendations - March 2022 | PDF",1792044359]