EAB K-12 experts reflect: The conversations shaping district strategy in 2026

Policy signals district leaders can’t ignore

Ben Court, Senior Director, Research Growth Strategy

It’s impossible to reflect on 2025 without discussing policy. While our conversations with district leaders indicate that many tried to avoid spending time on distractions from Washington D.C., consistent themes in state policy and a couple of key supreme court decisions have introduced three discussions that we think will become louder in 2026.

First, how quickly will school choice become the default? Tennessee’s Education Freedom Scholarship law, signed February 12, 2025, created a statewide program allowing families to use public funds for private schooling and services. Texas followed on May 3 with Senate Bill 2, establishing an education savings account program effective September 1, 2025. In total, 18 states now have universal or near-universal school choice programs, and the Trump administration’s push to launch a nationwide program in 2027 will add further momentum. In response, district leaders must think more clearly than ever about their differentiators and competitive position to build parent confidence in the unique ways public schools support students.

Second, will cell phone bans expand in response to concerns about AI? Building on decisions by dozens of individual school systems, 22 states enacted K–12 cellphone bans or restrictions in 2025. Early reports suggest calmer classrooms, more student socialization, and stronger academic growth. However, many leaders note that students have shifted to laptops instead—and the rise of browser-based chatbots means some students are now turning to “chat” before friends or adults. As a result, the policies schools adopt for AI access and use, as these tools become embedded across devices, will be critical for supporting parent confidence and student wellbeing in the year ahead.

Third, will parent exemptions lead to curricular constraint? In Mahmoud v. Taylor (June 27, 2025), the Supreme Court held that parents challenging a district’s refusal to provide notice and opt-outs from certain LGBTQ+-themed elementary materials were entitled to a preliminary injunction. While the ruling does not establish a universal opt-out, it raises the legal cost of “no-notice, no-exemption” approaches and may embolden organized challenges from activist groups. Proactively building trust in curriculum has always been important, but may become even more critical as the downstream implications of this decision come into focus.

To navigate these complex issues, superintendents need perspective. EAB’s executive roundtables offer a protected space for leaders to discuss sensitive topics with peers from across the country. The cross-pollination of ideas at these events drives rich discussion and follow-up support from our research teams. For example, our District Leaders’ AI Playbook was developed in response to widespread concern about avoiding the mistakes made with social media as AI becomes integrated within and beyond the classroom. We look forward to hosting partners again in May 2026 for two days of shared learning—and to advancing conversations and resources that help superintendents make progress in the year ahead.

Rethink strategic planning to focus on what matters most

Jen Slavick, Director, K-12 Research Partner Engagement

In recent conversations, many superintendents are naming the same tension: traditional strategic plans ask districts to move everything forward at once, which feels unrealistic given staffing constraints, political pressures, and rapidly shifting external conditions. Leaders are carrying long lists of initiatives without a clear way to prioritize, and when funding rules, accountability expectations, or community needs shift—as they often do—the plan can quickly feel outdated or misaligned.

This challenge is especially top of mind as districts look toward 2026, knowing they will face continued enrollment volatility, fiscal uncertainty, and heightened expectations for transparency and results. There is also a real risk of bias toward “doing more” instead of focusing on what matters most, which prevents districts from making meaningful progress on anything.

EAB helps districts move beyond traditional strategic planning by establishing systems that avoid common pitfalls. We recommend that districts define a long-term, measurable view of success with a strategic scorecard, which helps manage continuous improvement and communicate key priorities. This allows districts to become more nimble, with an annual strategic planning process that accounts for current performance, external shifts, and mandates. Leaders are then equipped to align initiatives, resources, and school improvement efforts around a manageable set of priorities rather than trying to move everything forward at once. For help implementing a strategic scorecard, reach out to [email protected] or your Dedicated Advisor.

Cut through the noise on math improvement

Margaret Sullivan, Director, Research Discovery & Design

In 2025, many district leaders shared a similar concern: there is no shortage of products or advice claiming to improve math outcomes, but much of it is conflicting or difficult to translate into practice. Leaders know they have already invested heavily in math over the past few years, from new curricula to expanded instructional time, yet many still are not seeing the student progress they need. With accountability expectations rising again heading into 2026, there is growing pressure to avoid another well-intentioned investment that does not deliver results for struggling students.

Through the Math Leadership Lab, EAB helps leaders cut through the noise by grounding decisions in a clear learning science framework and translating research into a concrete plan to pilot a foundational skill recovery protocol directly in classrooms, using the resources and expertise districts already have.

For leaders looking to go deeper into our research, our Bridging the Foundational Math Knowledge Gap report synthesizes why students stall in math, why many common approaches fall short, and what evidence suggests districts should prioritize to make real progress.

Addressing student behavior through clear, systemwide supports

Sadé Young, Director, K-12 Research Partner Engagement & Success

Across districts, leaders are increasingly overwhelmed by student behavior and are responding by treating nearly every disruption as a Tier 3 crisis. Partners consistently share that they lack a clear, shared multi-tiered system of supports (MTSS) approach for behavior, which leads to one-off interventions, inconsistent expectations across schools, and staff burnout. Many leaders also note a tension between wanting to be trauma-informed and unintentionally lowering expectations for students.

This challenge feels especially urgent as districts face continued staffing shortages, rising mental health needs, and increased accountability pressure heading into 2026. Without clear systems in place, teachers are carrying too much of the behavioral burden on their own, and leaders are struggling to scale support equitably across schools. Districts increasingly recognize that compassion without structure is not sustainable and that behavior work must shift from reactive responses to systemic solutions.

EAB is helping districts move from individual, reactive responses to clear, districtwide behavior systems grounded in MTSS. Through diagnostic tools, implementation-ready toolkits, and strategic guidance, we help leaders clarify expectations, strengthen Tier 1 and Tier 2 supports, and align staff around shared practices. To explore our tools, check out the Creating Conditions for Positive Student Behavior Resource Center.

Build financial sustainability before flexibility runs out

Olivia Rios, Senior Director, K-12 Research Development & Design

In conversations with district leaders this year, financial sustainability consistently came up as the issue keeping them up at night. While many districts are still technically balancing their budgets, leaders shared that the goal increasingly feels like getting through the year rather than building something durable.

The expiration of ESSER funds has exposed structural gaps just as staffing and benefit costs continue to rise, enrollment grows more volatile, and inflation drives up operating expenses. At the same time, policy uncertainty—from school choice dynamics to questions about federal priorities—adds pressure, and leaders are navigating these realities alongside boards, labor partners, and communities. As one superintendent put it, “Every year it feels like we’re waiting for the other shoe to drop—enrollment, state funding, something—and then reacting instead of planning.”

EAB is helping district leaders move beyond year-to-year balancing toward a more resilient financial posture. Through our upcoming financial sustainability research, we are translating what peers are experiencing on the ground into practical frameworks for scenario planning, risk management, and board-ready ways of explaining why tough decisions cannot wait.

District leaders are invited to participate in a DLF research interview this spring to inform EAB’s upcoming study on district financial sustainability. Reach out to [email protected] or your Dedicated Advisor to participate in our research. And don’t forget to register for the 2026 Executive Roundtable for District Superintendents, where early findings will be shared and discussed with peers.