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While the United States leads the world in Artificial Intelligence (AI) innovation, the schools lag behind in preparing teachers and students for the Fourth Industrial Revolution. The extraordinary pace of technological change, and the potential for both opportunity and risk, may be unprecedented. What leaders in education and education policy do next matters. To help accelerate action in U.S. public education and develop a short-term roadmap for districts and other education leaders, the Center on Reinventing Public Education (CRPE) brought together over 60 state and federal policymakers, edtech innovators, school system leaders, and advocates in Albuquerque, New Mexico, in April 2024 to participate in the Think Forward: Learning with AI forum. This report reflects key learnings and conversations that emerged from CRPE's Think Forward convening, including: (1) how AI can enable needed changes in our schools; (2) how current conditions in the edtech market act as barriers to closing equity gaps; and (3) how policy and practice must adapt for lasting system change. It concludes with a short-term action plan developed by forum participants that provides an immediate path forward and outlines the roles wide-ranging stakeholders must play to address our shared challenges and opportunities.

This brief explores the potential of bilingual programs to support access to core content courses for students classified as English Learners (ELs). The most common types of bilingual education programs in Oregon are: (1) dual language: instruction is in English and a partner language, with goals of biliteracy and bilingualism. This is also known as a two-way immersion program; and (2) transitional: students' home language is used as a temporary bridge, with the goal of transitioning to instruction in English. Because definitions have changed over time, the analyses in this brief include enrollment in any type of bilingual program. Bilingual programs are much more common in elementary school. In 2018/19, 23% of Oregon elementary students classified as ELs were enrolled in bilingual programs, compared to 6% of EL-classified students in middle and high school. Therefore, this brief analyzes how "past participation" in bilingual education relates to core content course enrollment in middle and high school. Analyses include students whose records were traced back to kindergarten.