Education Across the States

A new Fordham Institute report explains Alabama's Southern Surge in early reading — a prescriptive state model, protected coaching time, and about $152 million a year — and why those gains still fade by eighth grade on the national test, even as Alabama's own state test shows middle grades improving.

Sources:

- Education Week, 'What's Driving the Southern Surge? Report Examines Reading Gains in Alabama,' published October 28, 2026: https://www.edweek.org/teaching-learning/whats-driving-the-southern-surge-report-examines-reading-gains-in-alabama/2026/10

- Thomas B. Fordham Institute report on Alabama's science of reading reforms (author Liana Loewus): verify at fordhaminstitute.org by searching 'Southern Surge Alabama reading Loewus'.

- Alabama Daily News, 'Nation's report card shows gains for Alabama' (2024 NAEP: fourth grade reading above pre-pandemic levels, rank 39th in 2022 to 34th in 2024; eighth grade reading 47th and lowest level ever): https://aldailynews.com/alabama-naep-scores-up-for-math-stagnant-for-reading/

- Alabama Daily News, 'Alabama students make big gains in science, improve across eighth-grade tests' (ACAP eighth grade ELA proficiency 55% to 59%, math 25% to 27%; since 2023 ELA 50% to 59%): https://aldailynews.com/alabama-students-make-big-gains-in-science-improve-across-eighth-grade-tests/

- Public Affairs Research Council of Alabama, 'Alabama Makes Notable Early Grade Gains on Nation's Report Card': https://parcalabama.org/alabama-makes-notable-early-grade-gains-on-nations-report-card/

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How District of Columbia College Application and Exploration Month moves college applications inside the school day, what the District's two tuition programs pay, and the late-November data that will show whether it worked. Sources: Mayor's Office of the District of Columbia, release dated October 26, 2026, 'Mayor Bowser to Join Thurgood Marshall Academy Students for DC College Application and Exploration Month Rally' (mayor.dc.gov — rally details, Thurgood Marshall Academy record since 2005, DCTAG and Mayor's Scholars descriptions, CTE and Advanced Technical Centers); OSSE, 'DC College Application and Exploration Month FAQs' (osse.dc.gov/publication/dc-college-application-and-exploration-month-faqs — national coordination by the American Council on Education, host-site expectations, fee waivers and toolkit, WhyApplyDC Day on October 16, late-November event-data submission); OSSE, release 'OSSE Encourages College-Bound Residents to Apply to DCTAG and Mayor's Scholars Undergraduate Program' (osse.dc.gov — DCTAG up to $10,000 per year at public colleges nationwide and up to $2,500 at private colleges in DC and private HBCUs, FAFSA information required, August 21, 2026 closing date). For any source without a stable URL, search osse.dc.gov and mayor.dc.gov by the exact titles quoted above.

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A plain-English, section-by-section walkthrough of Delaware Regulation 922 — the purposes, applicability, and definitions (including Delaware's twelve educational classifications, its state-imposed adverse-effect and FAPE language, consent, and related services) that every later special education regulation in Delaware builds on.

Sources:

- 14 DE Admin Code 922, Children with Disabilities Subpart A, Purposes and Definitions (official Administrative Code text, current through 28 DE Reg. 727, 04/01/25): https://archive.regulations.delaware.gov/AdminCode/title14/900/922.pdf

- Delaware Department of Education, Policies Governing Services for Children with Disabilities (consolidated Regulations 922-929, January 26, 2026): https://education.delaware.gov/legacy/wp-content/uploads/sites/4/2026/01/Delaware-Policies-Governing-Services-for-Children-with-Disabilities1-26-26.pdf

- 14 Del.C. Sec. 3101, Definitions (including the Delaware FAPE definition): https://law.justia.com/codes/delaware/2021/title-14/chapter-31/subchapter-i/section-3101-d-1/

- Parent Information Center of Delaware, Eligibility for Special Education — At a Glance: https://picofdel.org/wp-content/uploads/2020/12/Eligibility-for-Special-Education-2020.pdf

- To verify the OSEP Dear Colleague Letter on FAPE (November 16, 2015) quoted in this episode: search the U.S. Department of Education Office of Special Education Programs website for 'Dear Colleague Letter Free Appropriate Public Education November 16 2015'.

- To verify Endrew F. v. Douglas County School District (2017): search supremecourt.gov or a legal database for 'Endrew F. 580 U.S. 2017 IEP reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances'.

- To verify the current regulation text independently: go to regulations.delaware.gov, open the Administrative Code, Title 14 Education, 900 Special Populations, Regulation 922.

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A plain-English, section-by-section walkthrough of Wisconsin Administrative Code chapter PI 34, Educator Licenses — educator standards, program approval, the four license tiers, every license area, professional misconduct, and the federal personnel rules underneath it all.

Sources:

- Wisconsin Administrative Code, Chapter PI 34, Educator Licenses (official text, Wisconsin Legislature): https://docs.legis.wisconsin.gov/code/admin_code/pi

- PI 34.041, Tier III lifetime license (official section text): https://docs.legis.wisconsin.gov/code/admin_code/pi/34/V/041

- PI 34.098, Standards for revocation (official section text): https://docs.legis.wisconsin.gov/code/admin_code/pi/34/XI/098

- Wisconsin DPI, Application Directions to Obtain or Revalidate a Lifetime License (PI-1613 employment verification, background check steps): https://dpi.wi.gov/licensing/apply-educator-license/obtain-revalidate-lifetime

- Wisconsin DPI, Substitute Licenses and Permits FAQs (45-day assignment rule): http://dpi.wi.gov/licensing/apply-educator-license/substitute/faq

- Wisconsin State Reading Association summary of DPI's PI 34 rule proposal (tier design goals, on-the-record DPI position): https://www.wsra.org/pi-34

- 34 CFR 300.156, IDEA personnel qualifications (federal regulation referenced in PI 34.039): verify by going to ecfr.gov, opening Title 34, Part 300, Subpart B, section 300.156.

- Verification steps for any section cited without a direct link: go to docs.legis.wisconsin.gov, choose Code, then Administrative Code, then PI, then chapter 34, and open the subchapter and section number named in the episode (for example, Subchapter V, PI 34.040 for the Tier II provisional license).

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A 60-minute plain-English walkthrough of Kansas Administrative Regulations Article 91-40, Special Education — definitions including gifted exceptional children, FAPE, child find and general education intervention, the 60 school-day evaluation timeline, IEP and least restrictive environment rules, private schools, discipline, and procedural safeguards, and how the article interacts with IDEA and 34 CFR Part 300.

Sources:

- Kansas Administrative Regulations, Agency 91, Article 40 (K.A.R. 91-40-1 through 91-40-52), via Kansas Secretary of State / Justia and Cornell LII regulation texts, including 91-40-1 definitions, 91-40-2 FAPE, 91-40-3 ancillary FAPE requirements, 91-40-7 child find, 91-40-8 evaluations, 91-40-9 evaluation procedures, 91-40-10 eligibility determination, 91-40-16 IEP requirements, 91-40-21 educational placement, 91-40-36 discipline services, 91-40-41 private school placement by parents, and 91-40-52 funding and facilities

- Kansas Special Education for Exceptional Children Act, K.S.A. 72-3404 definitions and K.S.A. 72-3429 IEP contents, Kansas Legislature

- Kansas State Department of Education (KSDE), Kansas Special Education Process Handbook, Chapters 2-6 and 14 (child find/GEI, initial evaluation and eligibility, IEP, special education and related services, private schools)

- KSDE Special Education page: IDEA defines most rights, Kansas has state-imposed rules not required by IDEA

- KSDE Eligibility Indicators (revised July 2025), Gifted, K.A.R. 91-40-1(bb)

- 34 CFR Part 300, especially 300.111, 300.301, 300.306-300.311, 300.320-300.324, 300.114-300.117, 300.130-300.144, 300.502, 300.530-300.536

- Endrew F. v. Douglas County School District RE-1, 137 S. Ct. 988 (2017), as quoted in KSDE due process report 25DP450-002

AI Generated

A plain-English, section-by-section walkthrough of 511 IAC 7-32, the 106 definitions that govern all of Indiana Article 7 special education, from consent, parent, and the case conference committee to specially designed instruction, related services, teacher of record, and transition services, with daily-work applications and the state-to-federal bridge to IDEA and 34 CFR Part 300.

Sources:

- Official Article 7 text (Title 511, Rules 32-49, Indiana State Board of Education / IDOE agency version, Dec 2014): https://lcsc.us/wp-content/uploads/sites/23/2017/01/Article-7-Dec2014-january-2015-final-rule-update.pdf

- Official IAC source: Indiana Legislative Services Agency, Indiana Administrative Code, Title 511: https://www.in.gov/legislative/iac/ — verify by opening Title 511, Article 7, Rule 32.

- IDOE special education laws and resources (Article 7, 511 IAC 7-32 through 7-50): https://www.in.gov/doe/students/special-education/laws-and-resources

- 34 CFR 300.9 Consent: https://www.law.cornell.edu/cfr/text/34/300.9

- 34 CFR 300.30 Parent (U.S. Dept. of Education IDEA site): https://sites.ed.gov/idea/regs/b/a/300.30

- OSEP Questions and Answers on Secondary Transition (transition services, 34 CFR 300.43): http://psnd.co/resources/148.pdf

- IN*SOURCE Parent Handbook (Article 7 and parent responsibilities, 511 IAC 7-32-70): https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/2388/Ccs/0c20d635-b4ce-450b-99ad-ee02bd950bc1/INSOURCE_Parent_Handbook_Revised_2019.pdf?disposition=inline

- Catherine Michael, The Importance of Article 7, The Indiana Lawyer: https://www.theindianalawyer.com/articles/37092-michael-the-importance-of-article-7-of-the-ind-administrative-code

- Verification steps for items without a stable direct section URL: go to https://www.in.gov/legislative/iac/ , select Title 511, Article 7, Rule 32, and read sections 1-106 in order; for any single definition, search: 511 IAC 7-32-[section number] [term] site:law.cornell.edu

AI Generated

A plain-English, section-by-section walkthrough of California Title 5 sections 3000-3020 — in practice section 3001's definitions (subsections a through v) covering access, nonpublic certification and contracts, qualified personnel, language, instructional day, health services, and specified placement — and how each definition changes daily work for California educators.

Sources:

- California Code of Regulations, Title 5, Division 1, Chapter 3, sections 3000-3100 — via California Department of Education, Special Education Policies page (links the official chapter text): https://www.cde.ca.gov/sp/se/policy.asp

- Cal. Code Regs. tit. 5, section 3001, Definitions (full text, subsections a-v, authority Education Code section 56100): https://www.casemine.com/regulation/us/642126983a8e192984b19afc

- California Code of Regulations, Title 5 (browsable mirror — search Title 5, Division 1, Chapter 3, section 3001): https://regulations.justia.com/states/california/title-5/

- California Department of Education, Special Education - CalEdFacts (850,995 individuals served in 2023-24; specially designed instruction at no cost to parents): https://www.cde.ca.gov/Sp/se/sr/cefspeced.asp

- Disability Rights California, Special Education Rights and Responsibilities manual, Chapter 3, section 3.1 (state eligibility aligned with 34 CFR 300.8; state criteria cannot be more restrictive than federal): https://serr.disabilityrightsca.org/serr-manual/chapter-3-information-on-eligibility-criteria/3-1-who-is-eligible-for-special-education-under-federal-and-state-law/

- To verify without a stable URL: search 'California Code of Regulations Title 5 section 3001 definitions' and open the Office of Administrative Law / Westlaw California Regulations result; search 'Education Code 56020 56035 definitions' on leginfo.legislature.ca.gov for the Part 30 definitions this section incorporates; search '34 CFR 300.4 300.45 definitions' on ecfr.gov for the federal definitions.

AI Generated

More than one hundred thirty federally funded Head Start and Early Head Start places in the Northern Mariana Islands are not being served this school year, as typhoon damage, teacher vacancies, and shifting family demand leave classrooms closed across Saipan, Tinian, and Rota.

Sources:

- Marianas Press, Typhoon Damage and Staff Shortages Leave Over 130 CNMI Head Start Slots Unfilled (Board of Education meeting, September 17, 2026; funded enrollment 358, 226 slots offered, 132 unserved; 11 of 15 classrooms operational; Early Head Start 32 of 56 slots; Chalan Kanoa and Kagman damage; Tinian classroom closed; Section 1303 application; Comprehensive Community Assessment and Change in Scope): https://marianaspress.com/news/article/typhoon-damage-and-staff-shortages-leave-over-130-cnmi-head-start-slots-unfilled

- Marianas Press, Acting PSS Commissioner of Education Rallies 5-Day School Comeback Amid Deepest Fiscal Deficit in 30 Years (September 17 board actions including protecting 250,000 dollars in expiring Head Start federal funds and approving the School Year 2026-2027 Early Intervention calendar, August 11, 2026 through June 10, 2027): https://marianaspress.com/news/article/acting-pss-commissioner-of-education-rallies-5-day-school-comeback-amid-deepest-fiscal-deficit-in-30-years

- CNMI Public School System, Head Start / Early Head Start program and application page (Early Head Start serves six weeks to 36 months; Head Start serves ages three to four; main office Building 1256, Capitol Hill, Saipan, with center offices on Tinian and Rota; search cnmipss.org for Head Start Early Head Start application): https://cnmipss.org/head-startearly-head-start

- KSPN2 News, October 26, 2026 newscast rundown (Public School System will be suing the CNMI over its legally authorized share of the 2027 budget; Student Success Academy will continue on PSS Austerity Mondays; early voting begins tomorrow): https://www.youtube.com/watch?v=CYG5OVeLQAQ

- Marianas Press, PSS ends substitute teaching contracts amid budget crisis; government lawsuit not filed (most recent detailed check stating the authorized funding lawsuit has not been filed): https://marianaspress.com/news/article/pss-ends-substitute-teaching-contracts-amid-budget-crisis-government-lawsuit-not-filed

- Commonwealth Election Commission, Polling Places and early voting sites (early voting for Saipan, Tinian and Rota, October 27 through November 2, 2026, 8:30 AM to 4:00 PM ChST; general election November 3, 2026): https://www.votecnmi.gov.mp/polling-places.php

AI Generated

A plain-English, section-by-section walkthrough of Georgia Rule 160-4-7-.03, Child Find Procedures — the duty to identify, locate, and evaluate every suspected child with a disability from birth through age 21, all eight populations the rule names, the annual notice, the practical-method and data duties, and how Georgia's intervention expectations fit the federal bar on delaying evaluations.

Sources:

- Georgia Secretary of State, Rules and Regulations, Subject 160-4-7 Special Education (official text of Rule 160-4-7-.03): https://rules.sos.ga.gov/gac/160-4-7

- Ga. Comp. R. & Regs. R. 160-4-7-.03, Child Find Procedures (Cornell LII mirror of the rule text, including amendment history through Apr. 12, 2023): https://www.law.cornell.edu/regulations/georgia/Ga-Comp-R-Regs-R-160-4-7-.03

- 34 CFR 300.111, Child find (U.S. Department of Education, IDEA regulations site): https://sites.ed.gov/idea/regs/b/b/300.111

- OSEP Memo 11-07, Response to Intervention (RTI) Memo (Jan. 21, 2011) — an RTI process cannot be used to delay or deny an evaluation: https://sites.ed.gov/idea/idea-files/osep-memo-11-07-response-to-intervention-rti-memo/

- OSEP Dear Colleague Letter on IDEA for Students with Disabilities in Correctional Facilities (Dec. 5, 2014): https://sites.ed.gov/idea/idea-files/osep-dear-colleague-letter-on-the-individuals-with-disabilities-education-act-for-students-with-disabilities-in-correctional-facilities/

- GaDOE / Parent to Parent of Georgia, Fact Sheet: Child Find: https://www.p2pga.org/wp-content/uploads/2026/07/GaDOE-P2P-Child-Find-Fact-Sheet-01.2019-final.pdf

- GaDOE GO-IEP guidance, Immediate Consideration (interventions before/during evaluation; preschool referrals): https://sped.gadoe.org/iephelpweb/ImmediateConsideration.html

- GaDOE, Early Childhood Transition Indicator 12 (Babies Can't Wait referrals): https://sped.gadoe.org/spdbhelpweb/EarlyChildhoodTransitionIndicato.html

- Understood.org, Child Find: What It Is and How It Works (plain-language explainer only, not legal authority): https://www.understood.org/en/articles/child-find-what-it-is-and-how-it-works

- To verify the Georgia Special Education Implementation Manual's Child Find chapter (no stable direct URL): go to gadoe.org, open Special Education Services and Supports, find the Implementation Manual, and open the Child Find chapter for Rule 160-4-7-.03; cross-check the current rule text at rules.sos.ga.gov under GAC 160-4-7.

AI Generated

A plain-English, section-by-section walkthrough of 5-A DCMR § 3000, the one-sentence General Provisions section that makes Chapter 30 the District of Columbia's state-level special education rulebook implementing and supplementing IDEA Part B, 34 CFR Part 300, and District law — what implementing and supplementing mean in daily work for DCPS and charter LEAs, where District law goes further than the federal floor, and how to verify every rule against primary sources.

Sources:

- 5-A DCMR Chapter 30 full text (OSSE, version dated July 1, 2022) — §3000.1 and the whole chapter: https://osse.dc.gov/sites/default/files/dc/sites/osse/service_content/attachments/5-A%20DCMR%20Chapter%2030_Full%20Text.pdf

- OSSE Special Education Regulations page (Chapter 30 and Chapter 28 links, IDEA statute and Part B regulation links): https://osse.dc.gov/page/osse-special-education-regulations

- SY2026-27 OSSE Special Education Process Handbook (executive summary: handbook is non-regulatory guidance imposing no additional requirements beyond federal and local law and regulations): https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/SY26-27%20OSSE%20Special%20Education%20Process%20Handbook.pdf

- 34 CFR § 300.1, Purposes of IDEA Part B regulations: https://www.law.cornell.edu/cfr/text/34/300.1

- D.C. Official Code § 38-2571.03, Special Education Student Rights Act procedural safeguards (parent observation, document rights): https://code.dccouncil.gov/us/dc/council/code/sections/38-2571.03

- Center for Learner Equity, public comments on the proposed Chapter 30 amendments (submitted January 7, 2020): https://www.centerforlearnerequity.org/news/the-center-submits-comments-on-changing-osse-regulations/

- Verification without a stable URL: for D.C. Official Code § 38-2561.02 (assessment and placement; 60-day evaluation timeline), go to code.dccouncil.gov, search the citation 38-2561.02, and read the current code text. For rulemaking history, search the D.C. Register at dcregs.dc.gov for the November 8, 2019 Notice of Proposed Rulemaking for 5-A DCMR Chapter 30 (66 DCR 014963) and the later second proposed and final rulemaking notices. For the current OSSE handbook and guidance, start at osse.dc.gov, open Services, then Special Education Laws and Regulations, and confirm the school-year date on the document before relying on it.

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