I Got Schooled

1. Achievement Gaps Stem from Unequal Opportunities, Not Inherent Deficiencies

We all want our schools to be great. None of us wants to send our kids to an average school, much less a below-average one.

Poverty, not race, is the primary driver. While racial disparities exist in education, poverty has an even greater impact on achievement gaps. Low-income students, regardless of race, face systemic disadvantages that hinder their academic progress. The reading-score difference between low-poverty and high-poverty schools is nearly a third higher than the achievement gap separating African-Americans or Hispanics from white students.

The system is rigged. The current educational system often perpetuates inequality by concentrating resources in affluent suburban schools while underfunding and neglecting inner-city schools. This creates a cycle of disadvantage that is difficult for students to overcome. The top four-fifths of America’s public schools are like Norway, while the bottom 18 percent is like Serbia.

Every child deserves a quality education. The author argues that an adequate education is a civil right, not a privilege. Every child, regardless of their background, should have the opportunity to reach their full potential. This requires a fundamental shift in how we think about and allocate resources to education.

2. Effective Teaching Trumps All: Prioritize Quality Instruction

The key, it turns out, is not comparing test scores between teachers, or schools, or years, but comparing growth, by comparing a student’s actual progress against that student’s expected progress.

Teachers are the engines of schools. The quality of instruction is the single most important factor in student achievement. Some teachers are so effective that their students gain a year-and-a-half of progress annually, while others see less than half a year's gain. This variability highlights the critical need to identify and support effective teachers.

Value-added measurement (VAM) is key. VAM compares a student's actual progress against their expected progress, providing a more accurate assessment of a teacher's impact. This approach helps to identify teachers who are consistently adding value to their students' learning. A teacher who can consistently deliver an improvement of a quarter of a standard deviation in overall educational achievement is generating about $106,000 in incremental income for every class of twenty students she teaches.

Focus on growth, not just achievement. It's not enough to simply measure student performance on standardized tests. The focus should be on measuring the growth that students make under a particular teacher's instruction. This provides a more nuanced and informative picture of teacher effectiveness.

3. Data-Driven Feedback Loops are Essential for Continuous Improvement

The key is asking students the right questions—the ones that really get at what matters inside the classroom.

Objective evidence is crucial. To improve instruction, schools need to collect and analyze data on student performance, teacher effectiveness, and classroom practices. This data should be used to inform decision-making and guide improvement efforts. The author highlights the Measures of Effective Teaching (MET) project, which combines video evaluations, student learning growth, and student surveys to provide a comprehensive assessment of teacher effectiveness.

Feedback must be frequent and actionable. Data is only useful if it is used to provide teachers with timely and specific feedback on their instruction. This feedback should be based on objective evidence and should be focused on helping teachers improve their practice. The author emphasizes the importance of creating a culture of continuous improvement, where teachers are constantly seeking ways to refine their skills.

Data should inform curriculum choices. Schools should use data to evaluate the effectiveness of different curricula and instructional materials. This helps to ensure that students are using the most effective resources available. The author notes that the Department of Education's Institute of Education Sciences (IES) publishes studies that evaluate the effectiveness of different textbooks and programs.

4. Strong Instructional Leadership Sets the Tone for School-Wide Success

There is not a single documented case of a school successfully turning around its achievement trajectory in the absence of strong leadership.

Principals are more than managers. Effective principals are instructional leaders who spend the majority of their time in classrooms, observing teachers, providing feedback, and modeling best practices. They are not simply building managers or disciplinarians. The author emphasizes the importance of principals creating a culture of high expectations and continuous improvement.

Leadership must be systemic. It's not enough to have a few talented teachers or a charismatic principal. Success requires a systemic approach, where all teachers and administrators are aligned with the school's mission and values. The author highlights the importance of creating a clear and consistent vision for the school and ensuring that everyone is working towards the same goals.

Develop leaders from within. The author notes that many of the most successful schools cultivate their own leaders, rather than hiring them from outside. This helps to ensure that leaders are deeply committed to the school's mission and values and that they have a strong understanding of the school's culture.

5. Small, Personalized Learning Environments Foster Deeper Connections

The smaller the school, the greater the probability that it will have a large percentage of students at either end of a statistical curve.

Small schools promote positive network effects. Smaller schools tend to have better attendance rates, higher graduation rates, and less violence. This is because students are more likely to form strong relationships with their teachers and peers in smaller learning environments. The author notes that the average distance between home and school is often shorter in smaller school districts, which can also improve attendance.

Dunbar's number applies to schools. The author cites research suggesting that humans can only maintain meaningful social relationships with a limited number of people, around 150. This suggests that schools should be small enough to allow for strong social connections to form.

Small size amplifies other practices. The author argues that small school size is a necessary but not sufficient condition for creating a successful learning environment. Small size amplifies the effectiveness of other practices, such as teacher evaluation, instructional leadership, and data-driven instruction.

6. Extended Learning Time Compensates for Out-of-School Disadvantages

Schools are episodic; families are all the time.

The 30-million-word gap. The author cites research showing that children from low-income families hear significantly fewer words than their more affluent peers by age four, creating a vocabulary gap that is difficult to overcome. This highlights the need for schools to provide additional learning opportunities to compensate for out-of-school disadvantages.

Summer learning loss is real. The author notes that students from low-income families tend to lose ground academically during the summer months, while their more affluent peers continue to make progress. This creates a cumulative effect that widens the achievement gap over time.

Extended learning time is essential. To close the achievement gap, schools need to provide students with more time in the classroom. This can be achieved through longer school days, Saturday classes, and summer programs. The author highlights the success of KIPP schools, which have a longer school day and year than traditional public schools.

7. A Consistent, Systemic Approach is Key to Sustainable Change

The key is not a better single test for finding good teachers, but combining data that is positively correlated with student improvement on standardized tests.

Individual efforts are not enough. While talented teachers and charismatic principals can make a difference, sustainable change requires a systemic approach that is implemented across the entire school or district. The author emphasizes the importance of creating a clear and consistent vision for education and ensuring that all stakeholders are aligned with that vision.

Focus on the system, not just the components. The author argues that it's not enough to simply implement individual best practices. The key is to create a system where all of the components work together to reinforce one another. This requires a holistic approach that considers the interconnectedness of different aspects of education.

Consistency is key. The author notes that the most successful schools are those that provide a consistent learning experience for all students, regardless of their background or teacher. This requires a commitment to standardized curricula, clear expectations for student behavior, and a culture of high expectations.

8. Culture Eats Strategy for Lunch: Prioritize a Supportive School Environment

Great leaders know culture eats strategy for lunch.

Culture is more than just slogans. A positive school culture is essential for student success. This culture should be characterized by high expectations, a focus on achievement, and a sense of community. The author emphasizes the importance of creating a culture where all students feel valued and supported.

Culture must be reinforced daily. It's not enough to simply write down a set of core values. Schools must actively reinforce those values through their daily practices and interactions. The author highlights the importance of rituals, traditions, and symbols in creating a strong school culture.

Culture starts with leadership. The principal sets the tone for the entire school. Effective principals are those who can create a culture of high expectations, collaboration, and continuous improvement. The author notes that the most successful schools have principals who are deeply committed to their students and their communities.

Last updated: February 14, 2025