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Across the country, district-community teams are tackling pressing and complex educational challenges with Inclusive Innovation, an education R&D model that starts with centering the needs of those most impacted by these challenges. This paper shares the stories, solutions, outcomes, and learnings from years of deep collaboration in the words of students, parents, teachers, and district leaders who have worked together to tackle education challenges--and discusses how the Center for Inclusive Innovation, anchored in its core tenets, is building upon this work with the Inclusive Innovation 2.0 model.

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Performance-Based Funding Metrics; (3) Board of Governors Choice Metrics; (4) Preeminent Research University: 2023 Evaluation; (5) Key Performance Indicators; (6) Enrollment Planning; and (7) Definitions. [For "New College of Florida Accountability Plan, 2022," see ED622148.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. This System Accountability Plan summarizes the data from each university's Accountability Plan. Interested stakeholders are encouraged to also review each university's Accountability Plan for important narrative information detailing key opportunities and initiatives in the coming years. Contents include: (1) Introduction; (2) Performance Based Funding Metrics; (3) Board of Governors Choice Metrics; (4) Preeminent Research University: 2023 Evaluation; (5) Key Performance Indicators; (6) Enrollment Planning; and (7) Definitions. [For "State University System of Florida Summary: Accountability Plan, 2022," see ED626064.]

Recent developments in generative artificial intelligence (AI) have spurred a new sense of urgency around the transformative potential of AI in the workforce, education, and economy. Many forms of AI have long been in use in the education industry, but with the introduction of new generative AI technology (e.g., ChatGPT, Claude, Bard, and Bing), conversations around the use of such tools have exploded. By proactively shaping the narrative around AI in postsecondary education, these transformative technologies can be harnessed to promote equitable attainment, enabling students from all backgrounds to access and successfully complete their definition of college attainment. Understanding both the risks and transformative potential of generative AI, in the summer of 2023, Complete College America (CCA) convened a working group of higher education thought leaders to embrace experimentation and innovation and share lessons to create guardrails for the responsible use of AI. This publication serves as a comprehensive playbook for higher education institutions, offering a curation of over 200 potential applications of artificial intelligence (AI) designed to bolster student success, with a particular emphasis on college completion. Recognizing that the field of AI is dynamic and constantly evolving, this report aims to inform and inspire action, presenting a range of solutions from immediate, implementable steps to more aspirational, forward-thinking strategies. Readers should be aware that as the landscape of AI continues to change, so too might the context and relevance of the applications and recommendations provided herein. This report is specifically tailored for higher education leaders committed to improving outcomes for historically underserved student populations. Policymakers, advocates, education technology leaders, higher education managers, and other stakeholders interested in the role of AI in college completion and outcomes may also find value in this report. [This report was created in partnership with T3 Advisory.]

The Aurora Institute works to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all. In pursuing this mission, Aurora has built the values of diversity, equity, and inclusion (DEI), as well as anti-racism, into its strategic plan. To support its DEI goals and provide structure around organizational learning, Aurora received a three-year grant from the Chan Zuckerberg Initiative (CZI). The grant included an explicit focus on engaging the Aurora Board of Directors in DEI work to advance the organization. This case study describes Aurora's Board of Directors' evolution and growth with respect to DEI, from November 2020 through July 2023.

The Interagency Autism Coordinating Committee (IACC) is a federal advisory committee that advises the Secretary of Health and Human Services (HHS) on issues related to autism spectrum disorder (ASD). It was established by the "Children's Health Act of 2000" (Public Law 106-310), reconstituted under the Combating Autism Act of 2006 (CAA; Public Law 109-416), and was most recently renewed under the "Autism Collaboration, Accountability, Research, Education, and Support (CARES) Act of 2019" (Public Law 116-60). One of the statutory responsibilities of the IACC under the CAA and subsequent authorizations is the development of a strategic plan for autism, to be updated annually. The "Autism CARES Act of 2019" requires that the strategic plan address the "conduct of, and support for, autism spectrum disorder research, including as practicable for services and supports." With each update of its "Strategic Plan," the IACC re-evaluates the needs of the autism community and the best ways to achieve progress. The "2021-2023 IACC Strategic Plan for Autism Research, Services, and Policy" summarizes current understanding of autism-relevant topics and addresses current gaps and opportunities in autism research, services and supports, and policy. As in previous years, the "IACC Strategic Plan" is organized around seven general topic areas that are represented in the Plan as community-focused Questions. Each question is assigned a chapter in the "Strategic Plan" that provides an Aspirational Goal, or long-term vision for the question; a description of the state of the field; the needs and opportunities in research, services, and policy; and three broad Objectives. In this edition of the "IACC Strategic Plan," the Objectives from the "2016-2017 IACC Strategic Plan" have been updated and renamed as "Recommendations." The 24 total updated Recommendations in this "Strategic Plan," including the new equity Recommendation and the Budget Recommendation, address critical gaps and potential opportunities for advancement that were identified by the IACC. The IACC's goal during the development of this "Plan" is to present a collective voice detailing the current status and future goals of autism research, services, and policy. [For the "Interagency Autism Coordinating Committee Strategic Plan for Autism Spectrum Disorder, 2018-2019 Update," see ED608308.]

Goals and policy related to artificial intelligence (AI) will focus on improving learning for each learner. State Education Agencies (SEAs) must determine how to begin the journey to this outcome. The steps in this report outline in depth the first steps SEAs can take to begin development of an AI-related vision and strategic objectives that will drive the implementation of AI.

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Preeminent Research University Funding Metrics; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For "University of South Florida Accountability Plan, 2022," see ED622127.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For "University of West Florida Accountability Plan, 2022," see ED622128.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For "University of North Florida Accountability Plan, 2022," see ED622126.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For "University of Florida Accountability Plan, 2022," see ED622123.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For "Florida State University Accountability Plan, 2022," see ED622121.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For "Florida Agricultural and Mechanical University Accountability Plan, 2022," see ED622146.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Once an accountability plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for approval, excluding those sections of the Plan that require additional regulatory or procedural approval pursuant to law or Board regulations. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For "Florida Polytechnic University Accountability Plan, 2022," see ED622141.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For "University of Central Florida Accountability Plan, 2022," see ED622122.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For "Florida International University Accountability Plan, 2022," see ED622139.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For "Florida Gulf Coast University Accountability Plan, 2022," see ED622147.]

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For "Florida Atlantic University Accountability Plan, 2022," see ED622142.]

As required in 105 ILCS 5/2-3.47a, the Illinois State Board of Education shall develop and maintain a continuing comprehensive strategic plan for elementary and secondary education. The 2020-2023 Strategic Plan consists of goals for equity, student learning, learning conditions, and elevating educators. The Strategic Plan leverages the wide range of talents and interests of ISBE staff, practicing educators, and stakeholders and considers how best to support agency work during and in the wake of the COVID-19 pandemic. This report provides an update on the status of the 2020-2023 Strategic Plan, including: (1) Highlights of from the work of the strategic plan during 2023; (2) Information on the extension of 2020-2023 Strategic Plan through FY 2024 while the 2025-2030 Strategic Plan is in development; and (3) The process for the creation of the 2025-2030 Strategic Plan. [For "ISBE Strategic Plan: 2021-2022 Annual Status Report," see ED624088. For "Illinois State Board of Education 2020-2023 Strategic Plan," see ED624118.]

Developed by the Institute for Evidence-Based Change (IEBC), Caring Campus is at once a reform effort that colleges engage in to improve the daily experience of their students and an approach aimed at influencing the norms, values, practices, beliefs, and assumptions that comprise the culture of a college. Drawing on interviews with the presidents of nine community colleges that are implementing Caring Campus and with four IEBC coaches, this report presents a set of strategies used by the presidents to build a more positive college culture and support reform efforts. The seven strategies are as follows: (1) Communicating the vision of Caring Campus; (2) Modeling the behavioral commitments central to Caring Campus; (3) Aligning new and existing work; (4) Establishing effective human resource practices; (5) Creating relevant structures; (6) Staying in touch with faculty, staff, and the college community; and (7) Celebrating wins. The report unpacks each of these strategies and cites specific examples of their implementation at the nine community colleges. Select reflections from the college presidents are also featured. The report illuminates the role of college presidents in supporting culture-focused reform and offers guidance for leaders at other colleges as they consider how best to initiate and nurture Caring Campus and other culture-focused reforms.

Increasingly, obtaining a job that pays family-sustaining wages means getting a college degree or other postsecondary credential. However, according to the 2021 U.S. Census, only 31.5 percent of Texans ages 25 and older have a bachelor's degree or higher. The Texas Higher Education Coordinating Board (THECB)--the highest authority in the state regarding public higher education--has therefore set out a strategic plan to increase that percentage. Specifically, the plan calls for 60 percent of Texans ages 25 to 64 to have a postsecondary credential "of value" by 2030. THECB seeks to improve student outcomes by promoting a variety of student success interventions, particularly corequisite models. To meet this goal, THECB is giving grants to colleges across the state to fund student success programs: programs designed to help more students stay in college and earn degrees, particularly students of color, students from lower-income backgrounds, and students who need additional assistance to make satisfactory academic progress (that is, to earn enough credits to keep their federal financial aid). This brief summarizes some of the information THECB and its partners will use in that effort. It describes best practices and programs with proven effectiveness--the information that policymakers and practitioners need to consider in designing and promoting student success programs. The findings are based on MDRC's 20-year history conducting rigorous evaluations in postsecondary education as well as research and evaluations by other researchers. [This brief was funded by a grant from the U.S. Department of Education, Education Stabilization Fund Program Governor's Emergency Education Relief Fund, as part of the THECB Student Success Acceleration Program Implementation Grants.]

TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. Affordability matters a great deal for transfer students, but it has typically not been understood or prioritized. The IHEP and HCM teams joined forces with rpk GROUP to offer technical assistance to TransferBOOST institutions and state partners to make strategic finance and college affordability a signature feature of the initiative. The second brief in the series outlines the steps partnerships took and offers guidance on how institutions can use the Transfer Affordability Financial Tool. It also provides clear steps for how states can support institutions in improving transfer affordability. [This report was written with contributions from Katie Hagan. For "BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative," see ED628654. For "BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways," see ED628655.]

TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. For every 100 students who enroll in community colleges, 31 students transfer to a four-year institution. Of those, only 15 complete a bachelor's degree within six years. Too many students are derailed from their higher education goals by unexpected, unaffordable, and untenable--yet solvable--challenges along their transfer journey. A key element of TransferBOOST was the student-centered, data-informed, and equity-driven partnership between community colleges and four-year institutions. The first brief in the series showcases key policy and practice takeaways from the initiative. [For "BOOSTing Transfer Pathways through Strategic Finance and Affordability," see ED628751. For "BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative," see ED628654.]

This document includes the "FY 2022 Annual Performance Report" and "FY 2024 Annual Performance Plan." The "FY 2022 Annual Performance Report" provides narrative and data on the US Department of Education's progress toward the strategic goals and objectives outlined in its "Fiscal Years 2022-2026 Strategic Plan" (ED625432) and the "FY 2024 Annual Performance Plan" details the Department's planned strategies and activities to achieve those strategic goals objectives.

This review has looked at how to maximise the difference that academy trusts can make to children's lives, so all children can fulfil their potential, through a focus on trust quality and improved system resilience. High-quality trusts deliver for children in their schools and in their wider communities, as civic institutions acting in the public interest. This review has considered the regulatory oversight that the Department sets for trusts, the choices it makes about how the school landscape evolves, the support it offers to executive and non-executive trust leaders, and how it can best work with other actors in the system. Chapter 1 sets out how we will revise and consolidate our regulatory approach so it is more proportionate, effective and risk-based, delivering regulatory oversight in a more strategic manner. Chapter 2 sets out how we will reform our approach to commissioning to recognise trust quality better. Chapter 3 sets out how the Department will continue to support a transition to a dynamic, self-improving system, by sharing effective and tested practices, supporting trust improvement, establishing peer-to-peer networks and creating new professional development courses and qualifications.

Within the context of the European Education Area (EEA) strategic framework, the working group on early childhood education and care (ECEC WG) supports EU members states to implement the European Quality Framework for ECEC, which is a key part of the 2019 Council Recommendation on High-Quality ECEC Systems. Throughout 2022-2023, the ECEC WG has been focusing on the monitoring and evaluation (M&E) of quality in ECEC. This topic is one of the five pillars supporting the provision of quality In addition, the group discussed a number of topics related to the organisation and the quality of the ECEC sector, such as staff shortages or providing support to Ukrainian refugees.