State Education R&D Readiness Δ This self-assessment will help you gauge your state’s current strengths and opportunities for strategic education R&D that can enable innovation and help improve learner experiences and outcomes. Based on your responses, you’ll receive a placement on the State Education R&D Readiness Continuum (Emerging → Developing → Advancing), which can serve as a foundation for your orientation to key actions in the playbook and customized support.First Name(Required) First Last Name(Required) Last State(Required)AlabamaAlaskaAmerican SamoaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaGuamHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahU.S. Virgin IslandsVermontVirginiaWashingtonWest VirginiaWisconsinWyomingArmed Forces AmericasArmed Forces EuropeArmed Forces PacificEmail(Required) OrganizationTitleState Vision, Goals, and Research AgendaGuiding question: Has my state established a learner-centered vision and a clear R&D learning agenda that prioritizes innovation and evidence-based improvement? For this section, select all statements that apply to your state: Overall, our state’s vision/goals are not yet explicitly tied to innovation or an R&D learning agenda; stakeholder- and evidence-informed priorities are limited or inconsistent. My state has co-created a learner-centered, future-facing education vision and goals with input from educators, learners, families, and communities. My state has publicly communicated a clear innovation/R&D vision (e.g., strategic plan, priorities, public commitments) that is understood beyond the SEA. My state has convened a diverse advisory council that helps set direction for innovation/R&D and stays engaged over time. My state has a public-facing research / learning agenda aligned to state priorities, and it is revisited/updated on a regular cadence. My state’s learning agenda is paired with a clear approach for sharing findings back to the field (e.g., dissemination expectations, practitioner-facing outputs). My state uses the learning agenda to prioritize a small number of high-leverage problems and align partners around them. Dedicated Office and Capacity for R&DGuiding question: Has my state established dedicated, durable capacity to oversee and drive state education R&D? Select all that apply. Overall, education R&D capacity is still early-stage in our state; there is no clear “home” or sustained staffing for R&D, and efforts are largely ad hoc, grant-dependent, or handled case-by-case. My state has designated a clear “home” for R&D (within the SEA or through a formal external partnership model) with defined responsibilities and authority. My state has dedicated staff capacity for R&D (e.g., director-level leadership plus research/implementation support), not only ad hoc or grant-funded staffing. My state has a clear process for prioritizing, approving, and coordinating research requests so external research aligns to state priorities. My state invests in capacity to translate evidence into usable guidance for districts/schools (e.g., briefs, playbooks, implementation supports). My state has a defined approach to running R&D cycles (problem definition → design → pilot → learn → iterate/scale) rather than one-off pilots. My state’s R&D function is supported by sustained funding (not solely time-limited grants), with clear expectations for outcomes and learning. Local Leader EmpowermentGuiding question: Does my state empower local leaders to test evidence-based solutions and develop innovative models? Select all that apply. Overall, pathways for flexibility and piloting are still early-stage in our state; districts/schools have limited access to clear, usable flexibilities or structured pilots to test and learn from new models. My state has statutory/regulatory definitions and/or guidance that clarifies what “innovation” and/or “education R&D” means in practice. My state has created or expanded innovation pilots/zones/pathways (or similar structures) that enable districts/schools to test new models with support. My state provides clear, usable pathways for districts/schools to access flexibilities (e.g., waivers, seat-time flexibility, assessment/accountability flexibility, funding flexibility). My state has partnered with authorizers (including charter authorizers, where relevant) as part of a broader strategy for seeding and learning from innovative models. My state uses pilots/flexibilities to generate learning aligned to the state’s agenda (e.g., expectations for evaluation, documentation, and sharing). My state has pursued (or is actively exploring) federal pathways to modernize assessment/accountability (e.g., innovative assessment pilots) to better support learning and evidence-based improvement. Mindset and Behavior ChangeGuiding question: Does my state identify and build the capacity needed for mindset and behavior change that supports learning, experimentation, and improvement? Select all that apply. Overall, the conditions for experimentation and evidence-based improvement are still early-stage in our state; innovation is not consistently encouraged or supported, and community co-creation and learning-from-implementation are limited or inconsistent. State leaders consistently signal that learning, improvement, and responsible risk-taking are expected (not just compliance). My state intentionally supports community co-creation (learners/families/community partners) as a core expectation of innovation/R&D efforts. My state funds or structures pilots/grants so they include time, support, and guardrails for authentic engagement and iteration (not just implementation). My state elevates R&D champions and bright spots (e.g., showcases, site visits, storytelling, convenings) to normalize what’s possible and spread learning. My state clarifies what “success” looks like for innovation/R&D through implementation chains or similar tools (connecting adult practice changes, learner experience, and outcomes). My state helps align philanthropy and partners around shared outcomes and learning priorities (so investments build proof points that the state can use). Modernized Data SystemsGuiding question: Does my state have longitudinal data systems that enable data-informed decision-making and support R&D? Select all that apply. Overall, data systems that support learning and R&D are still early-stage in our state; data is used more for reporting than improvement, with limited integration, usability, or routines that enable timely learning. My state has cross-agency data governance structures and agreements that enable appropriate, secure data sharing for learning and improvement. My state has a clear strategy and/or roadmap to modernize longitudinal data systems (beyond compliance reporting). My state invests sustained resources (funding + staffing) to maintain and improve data infrastructure over time. My state’s data systems include measures that capture a more holistic picture of learner experience and success (not only test scores). My state provides user-centered dashboards/tools that make data usable for educators and leaders (not just available). My state supports districts/schools to use data for evidence-based improvement and R&D (training, routines, and feedback loops). Technology for R&DGuiding question: Does my state leverage tools, AI, and technology platforms to support and enable education R&D efforts? Select all that apply. Overall, technology/AI supports for R&D are still early-stage in our state; guidance, governance, and shared tools (e.g., for procurement, privacy, responsible use, dashboards) are limited or inconsistent across the state. My state has clear guidance/standards for responsible technology and AI use (e.g., privacy, security, transparency, equity considerations). My state has processes for vetting/approving tools or platforms (or providing procurement support) so districts aren’t navigating this work alone. My state invests in secure, accessible tools that enable learning and improvement (e.g., data platforms, dashboards, feedback tools). My state partners with technology providers/researchers to co-develop tools that align to state learning priorities and real district needs. My state uses technology to support R&D cycles (e.g., rapid feedback, implementation monitoring, leading indicators—not just end-of-year outcomes). My state helps translate evidence into practice through technology-enabled dissemination (e.g., searchable repositories, practitioner-friendly evidence tools). Partnerships and NetworksGuiding question: Does my state build human capacity for education R&D through partnerships, networks, and community engagement? Select all that apply. Overall, cross-sector partnership infrastructure is still early-stage in our state; collaboration depends on individual relationships, and there are limited statewide structures to connect districts, communities, and research/intermediary partners around shared priorities. My state has established (or formally supports) a statewide innovation/R&D network that connects districts, communities, researchers, and intermediaries. My state’s network (or partnership infrastructure) includes clear governance, shared goals, and regular routines for learning and capacity building. My state supports relationship-building and collaboration across sectors (SEA, LEAs, higher ed, community orgs, philanthropy) around shared priorities. My state actively facilitates “matchmaking” between districts/schools and high-quality partners (research, intermediaries, community orgs) to support R&D work. My state helps remove barriers to partnership (e.g., templates, data-sharing guidance, funding supports, capacity-building for RPPs). My state has mechanisms to ensure partnerships are equitable and community-centered, including feedback loops and accountability to participants. Technical Support for R&DGuiding question: Does my state provide technical support for R&D activities and evidence-based improvement? Select all that apply. Overall, technical assistance for innovation/R&D is still early-stage in our state; sustained supports, practical tools/templates, and coaching to help districts design, implement, and learn are limited or inconsistent. My state funds or coordinates access to technical assistance that helps districts/schools design, implement, and learn from innovation/R&D efforts. My state provides multi-year supports (not one-time workshops) that build durable improvement capacity (e.g., coaching, communities of practice, evaluation support). My state strategically leverages existing support infrastructure (e.g., RELs, TA providers) aligned to state learning priorities. My state provides simple, usable tools (guides, templates, exemplars) that make innovation/R&D and flexibility pathways easier to navigate. My state provides procurement/RFP templates or partner-selection supports so districts can engage quality vendors/partners for R&D and implementation. My state maintains a living clearinghouse/repository of promising practices and evidence that is actively curated and designed for adoption/adaptation. This field is hidden when viewing the formGuiding Question 1 (Vision)This field is hidden when viewing the formRaw TotalThis field is hidden when viewing the formFinal Readiness Score