INSIGHTS

2025 has already seen its fair share of unpredictable shifts, with various federal funding mechanisms under evaluation and transformation. Predicting the outcomes of all the adjustments is nuanced and challenging. Yet, one thing is clear: economics, education, and private industry are inching ever closer to more meaningful partnerships that sustain everyone’s interest within a growth of options. Microcredentials—short-term, skills-based certifications—have gained momentum for the cornucopia of applications they contain. Whether as a powerful alternative to a college degree or an add-on qualification to a field of study, microcredentials offer students and professionals flexible and targeted learning pathways. Cost-effectiveness and speed of purpose represent a shift in consciousness that is open to nontraditional models, which provide workforce-ready skills in an increasingly technological and competitive labor market. What Are Microcredentials? Microcredentials are short, focused certifications designed to validate specific skills or knowledge. Unlike traditional degrees, which often require years of study and significant financial investment, microcredentials are typically more affordable and faster to complete. Microcredentials are also becoming a means for students to demonstrate proficiency in niche areas, such as data analysis, coding, project management, and digital marketing. Providers of microcredentials include online institutions such as EdX, Coursera, LinkedIn, Udacity, and many four-year colleges, universities, and community college environments. Microcredentials offer a powerful alternative for students seeking career opportunities without the financial burden or time commitment of a four-year degree. Stacking microcredentials into larger qualifications allows students to build skills incrementally, entering the workforce more quickly while continuing their education as needed. For example, a student could earn a microcredential in data analysis, secure an entry-level position, and later stack additional credentials in machine learning or data visualization to advance their career. This “modular” approach to education allows students to adapt their learning to the evolving demands of their chosen field. According to a Forbes article , “stackable, packable, and trackable” microcredentials are becoming the future of higher education as younger students seek alternative educational options. These credentials can be combined (stacked) to form larger qualifications or degrees, providing students with flexible learning pathways that reflect the changing nature of work and education. Adult learners and career changers see microcredentials as particularly valuable. Traditional degree programs are not always structured to accommodate working professionals, but microcredential programs, which can be completed online or in a hybrid format, offer greater flexibility. Concerns and Challenges Despite a growth in popularity, microcredentials face several challenges: Lack of Standardization – Different institutions may have varying definitions and requirements for microcredentials, resulting in inconsistent value in the job market. Recognition by Employers – While some industries have embraced microcredentials, others remain skeptical about their value compared to traditional degrees. Funding and Access – State-backed microcredential programs are expanding, but funding remains limited in certain regions, which may restrict access for underserved communities. As the Forbes article emphasizes , for microcredentials to reach their full potential, institutions, employers, and policymakers must collaborate to establish clear guidelines and consistent quality standards. The Higher Ed Lane According to a Manhattan Institute brief, “While providers of these programs can include private educational organizations, employers, and online learning platforms, the main providers of short-term programs are community colleges and four-year colleges and universities.” The framework inside higher ed environments requires a balance between the academic objectives of institutions and add-on credential learning. As the Manhattan Institute highlights, microcredentials may revolutionize the higher education business model by enhancing student return on investment (ROI) and providing better alignment with workforce needs. One of the issues with microcredentials is the confusion employers sometimes encounter with non-degree certificates regarding their applicability to their needs. Communication is key, where industry providers have a seat at the table with universities in curriculum design without university professionals feeling infringed upon. True partnerships that help blend workforce needs with the broader goal of academic institutions are poised for the most impact and sustainability. The rising cost of higher education and economic shifts place community colleges at the forefront of change and choice. According to University Business , enrollment in non-degree credentials at community colleges increased by 80,000 students since 2022. In many respects, community colleges represent the great equalizer of opportunity. Individuals can gain certifications or non-degree qualifications and build academic learning over time, leading to more traditional pathways in a cost-effective way. State and Federal Influence States play a crucial role in advancing the relevance and growth of microcredentials. Recent statistics show that states have invested over $3.81 billion in short-term credential pathways. These numbers are conservative, as indicated by Inside Higher Ed, because credentials are offered by many options outside the university umbrella, from which statistics are derived. Nearly one million secondary and post-secondary programs are offered across the U.S., providing a variety of pathways in various fields. Some microcredential grants originate from federal-level programs, such as Pell Grants and Federal Supplemental Educational Opportunity Grants (FSEOG). Even the American Rescue Plan provided $5 million for a partnership with New York State , with a portion specified for microcredential expansion. Yet, shifts at the federal level currently find certain grant programs at risk, as DOE undergoes restructuring. However, through it all, microcredentials occupy an interesting lane among the shifts. Although the Workforce Pell Grant legislation may have stalled in 2024, and recent federal restructuring suggests that the Pell Grant may be running out of money, short-term Workforce Pell Grant funding appears to be back on the table, as new education leadership has demonstrated an interest in the past. In a climate that may include certain program reductions, the close relationship between microcredentials and jobs, workforce improvements, and faster-paced, stackable education opportunities at lower costs is a glowing billboard for increased attention. The Future of Microcredentials The future of microcredentials appears poised for new opportunities as economic, employer needs, and funding shifts occur in traditional education models. As long as universities, employers, and state governments continue to align their efforts, microcredentials will likely become more fixed inside the education and workforce landscape. The upside is that they represent not only an opportunity to close skills gaps but also a shift toward more responsive and personalized education models. A delicate intersection of interests is at play: 1. Students recognize the benefits of microcredentials in providing faster and more affordable routes to career advancement. 2. Employers are eager for a reliable way to assess and validate critical skills, and 3. Higher Education institutions are adapting modeled pathways to remain relevant in a rapidly changing world, amid concerns about enrollment cliffs. Standardization of the meaning and value of these credentials will remain essential for sustainable success across the spectrum. Microcredentials are not a replacement for traditional degrees, but are taking shape as a critical complement, offering alternative routes to meet more direct workforce needs. In a future defined by constant change, the ability to adapt, upskill, and demonstrate tangible expertise will be key attributes for anyone looking to expand career opportunities.

By Emily Garner Sumner, CEO, Spyre Marketing As a marketing professional, I tuned in to the Super Bowl earlier this month because of the commercials, not the touchdowns. (OK, and maybe to catch a few glimpses of T-Swift, too, because, let’s be honest, she’s redefining brand loyalty in real time.) Since my earliest days in the marketing and advertising world these million dollar ads have been the gold standard for creativity and compelling messaging. And while they’re still fun to watch, and talk about the next day, they no longer serve as a guiding light for me. Why? Because in business-to-education (B2E) marketing the real name of the game is targeted marketing and messaging, not mass marketing. What Is Targeted Messaging? (And Why a Catchy Slogan Won’t Cut It) Targeted messaging and targeted marketing go hand-in-hand. With targeted marketing, specific audience segments are identified and then delivered custom content that aligns with their preferences, interests, behavior, and demographics. For targeted marketing to be effective, targeted messaging is a must. Targeted messaging articulates the value of your solution through the lens of each audience’s needs, priorities, and goals. If you’re selling edtech software to a principal, their needs and concerns will be vastly different from those of a classroom teacher or district IT director. That’s why generic “student success” messaging doesn’t cut it. The Payoff: Why Targeted Messaging Isn’t Just Extra Work Admittedly, creating targeted messaging and rolling out targeted marketing campaigns to multiple audiences is a heavier lift than sending the same email to everyone on your list or running the same ad on LinkedIn. Targeted marketing requires that you create unique messaging for multiple audiences that connects with what they’re thinking about, what they’re worrying about, what they’re trying to achieve, and what drives their decisions. When you see an ad or watch a video that seems to speak directly to you, you’re much more likely to take action. When I get an email that talks about how challenging it is for women business owners to find work-life balance you betcha I’m going to open it and immediately download the worksheet that provides me with 10 things I can do today to run my business more efficiently and have more time with my family. That’s targeted messaging. That email addressed a real and relevant challenge I face and offered a compelling solution. Because of that, targeted messaging: Increases Leads: As in the example above, when your messaging shows that you understand someone’s challenges (or hopes and dreams) and reflects their reality, the more likely they are to engage with your content and be interested in what you offer. Shortens the Sales Cycle: When your messaging clearly addresses how your products or services align with a potential buyer’s specific needs and concerns and answers their questions without them having to ask them, prospects will need to spend less time researching and evaluating. And that means they’ll be ready to click “Buy” or reach out to your sales team for a quote faster. Reduces Customer Acquisition Costs: The average customer acquisition cost for B2B companies is $536 . Personalization and targeted messaging can reduce acquisition costs by as much as 50 percent by providing highly relevant information, resources and solutions when and where educators are searching for them. Steps to Get Started with Targeted Messaging Educators don’t have time to connect the dots between your product and their problems. Your messaging has to do it for them. Shifting from a one-message-fits-all to a targeted approach can feel overwhelming, but there are really just three key steps to tackle. Identify Your Target Audiences (Hint: “Educators” Isn’t Specific Enough) Before you create targeted messaging, you first need to identify who your target audiences are. If you’re an established business, you’ll have lots of historic sales data to analyze to identify the characteristics of your top customers that can inform your audience targeting strategy. Look for patterns in your customer data to pinpoint demographics (ex. states, metro status (rural, urban, suburban), Title I funds, English language learner percent, job role, etc.), purchase history, and products that generate the most sales. If you’re newer to the education market and don’t yet have robust sales and marketing data to analyze, you can use public data sources to develop initial audience segments to test. (And even if you do have years of sales data at your fingertips, you can glean valuable information to further refine your segmentation strategy from these sources.) National Center for Education Statistics (NCES) offers a treasure trove of data on the U.S. education market. Here are a few NCES tools to start with: The Digest State Dashboard shows the number of students, teachers, and schools, both public and private, in each state, which can help with market sizing. The National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, provides an overview of student achievement in math, reading, science, and writing. Using the State Data Tool you can identify states that may be re-evaluating their curriculum or in search of supplemental resources to boost their reading or math scores. Using the American Community Survey — Education Tabulation (ACS-ED) tool, you can identify specific districts based on demographics ranging from poverty levels and housing costs to race and age. If you know districts that have demographics that match your ideal customer profile, you can use the Public School District Finance Peer Search to find other districts with similar demographics. While there are many variables that can be used to identify your target audience, below is a list of demographics that are often used in the K–12 education market: Title I funding Free and reduced lunch percent State and district initiatives (ex. Science of Reading initiatives, new legislation regarding media or digital literacy, investments in AI, new standards for teaching and assessing durable skills, a move toward competency-based education, etc.) State and district funding English language learner percent Job roles/role in decision making There is a lot to consider when identifying your target audience. Advisors like Strategos can provide deep insights into policy, funding, and market trends and help you develop a roadmap to capitalize on your best market opportunities through audience targeting. Learn more about Strategos Market Intelligence and Strategy services. Craft Your Buyer Personas Once you’ve identified your target audiences, it’s time to craft buyer personas. A buyer persona is a profile that represents your ideal customer. Because marketers are a creative crowd, many buyer personas are given names (ex. Lydia the School Librarian and Paul the Elementary School Principal). When you picture your audience as real people with real problems, your messaging naturally becomes more relevant and engaging. Buyer personas include educators' goals, needs, expectations, behaviors, and motivations. These written customer profiles help your marketing team and agency create relevant and engaging content for your prospects. A typical B2E buyer persona includes: Job responsibilities Role in decision making and purchasing Buying motivations Buying concerns Information sources (ex. LinkedIn, Education Week, associations, etc.) Relevant value propositions and product features/functionality Common questions about your product Possible objections to your product Buyer persona templates are useful tools to help guide the questions to ask and details to include in your buyer personas. Feel free to use the K–12 education buyer persona template Spyre Marketing created for our clients. Depending on your product and service suite, you may have as few as two buyer personas or as many as 10 or more. One thing to consider when creating your personas is the resources your organization has to support targeted messaging. Resources include internal staff bandwidth, budget for advertising channels, and budget for external marketing support. While you may have a dozen potential target audiences, if your resources will only support messaging to three audiences, think critically about which audiences have the potential to generate the most leads and sales. When considering an audience’s potential, be sure to consider how competitive it is to reach that audience. While a superintendent or a district-level curriculum director may be the ultimate decision-maker for your product, these job roles are incredibly time-consuming and competitive to reach. Depending on your budget, you may instead want to focus your marketing outreach and messaging on educators behind the scenes helping to shape decisions such as principals, special education directors and coordinators, and reading and math coaches. Create a Targeted Marketing Calendar One of my favorite sayings is “If you fail to plan, plan to fail." So, to make sure your target messaging generates strong results, take the time to create a marketing calendar. At Spyre, we generally work in three-months sprints with our clients. These sprints are guided by a foundational marketing plan for the year that outlines the primary product focuses, content topic pillars, and advertising channels and budget. A marketing calendar helps marketing teams: Stay consistent with your marketing across channels Have the necessary lead time to execute on campaigns Identify gaps in outreach to specific audience segments as well as gaps in content A comprehensive marketing calendar includes the following: Campaign dates/publishing schedule and key deadlines Target audience, based on your buyer personas Channels (ex. email, organic social media, paid social media, publications, events, etc.) Targeted messaging and CTAs, including the content to be shared, that is specific to the buyer persona Lead team member for each campaign Campaign goals Beyond First Impressions Educators don’t buy on impulse. Research and evaluation can be a long process. Because of that, lead nurturing is a critical component of target messaging to move top-of-funnel leads to the middle and bottom of the funnel. Just like your top-of-funnel marketing outreach, lead nurturing should include target messaging, too. With lead nurturing, target messaging may still be based on audience persona, but you can also consider elements like: The type of content the lead interacted with The lead’s engagement level (ex. how many content pieces they’ve downloaded, how many webinars they’ve registered for, their frequency of website visits, the pages they’ve visited on your website, etc.) Their role in purchasing and decision making By tailoring follow-ups based on these insights, you’ll guide them through the funnel faster and more effectively. Ready to Make Your Messaging Work Smarter? For K–12 education businesses, targeted messaging isn't just a “nice-to-have” marketing tactic—it's a strategic imperative. In a competitive landscape, reaching the right decision-makers with the right message at the right time is crucial for growth and success. While it takes more time and more investment to use target messaging, the payoffs are worth the extra effort. By embracing the power of targeted messaging, businesses can build stronger relationships with schools and districts, demonstrate their value more effectively, and shorten the sales cycle. For assistance identifying your target audiences and market opportunities, crafting your targeted messaging plan, and executing targeted messaging campaigns, Strategos and Spyre Marketing are an unbeatable team. Together, we can help your business maximize the impact of your target messaging. Reach out with questions or to explore partnering with Strategos and Spyre Marketing.

" Superintendents Unplugged ," hosted by Strategos Group’s Partner and former District Superintendent of Hillsborough County Public Schools (HCPS), Addison Davis, offers an exclusive look into the journeys, challenges, and successes of superintendents nationwide. Through in-depth conversations, the podcast fosters a community where leaders can exchange ideas and best practices, ultimately inspiring and empowering educators, students, and stakeholders as they navigate the ever-evolving education landscape. In this special episode, recorded at the 68th annual Council of the Great City Schools conference in Dallas, Texas, Davis welcomes Alberto M. Carvalho, renowned educational leader and current Superintendent of Los Angeles Unified (LAUSD). Together, they explore the impact of data-driven decision-making, leadership risks, and a shared belief in doing everything possible to raise the bar of schools to achieve equitable student success. Data-Driven Leadership and Proven Results Carvalho’s 14 years as superintendent of the fourth-largest district in Miami Dade and now leading the second-largest district in the U.S. in LA Unified have demonstrated the importance of data-driven best practices that lead to better educational outcomes. Structured accountability processes, like the Data Dialogue Process implemented in Miami-Dade County Public Schools, are paying dividends in today’s LAUSD. "You have to deploy and apply the true and the tested that has produced results elsewhere with similar demographic profile students. Honest data-informed conversations where the principals sit with the executive team and me at the cabinet table to explain their data, strategy, and goals," Carvalho stated. According to Carvalo, “that’s the magic sauce” in district climates where urgency is heightened. Leadership and schools deserve solutions with answers revealed and applied immediately in real-time, especially in struggling schools. In his opinion, the difference maker is assembling a team of individuals with the perfect balance of belief, skills, and will. The hard work has resulted in robust recent achievement data for Los Angeles, showing a historic increase in student performance across all tested grade levels and subjects, particularly among underperforming student groups. “There was a 500% rate of growth improvement in LA Unified compared to the state of California in reading and 300% in math,” Carvalho enthusiastically revealed. “And where was that improvement seen in the most significant way? With the historically lowest-performing schools. Grades 3,4 and 5 improved at 3-5 times the rate of improvement of the district. Guess what else? African American students, English language learners, Latino students, and socioeconomically depressed students outperform their counterparts across the state for the very first time.” In Carvalho’s eyes, leadership should be hands-on, especially in struggling schools. "That is done by, number one, bringing the leader closer to those schools and bringing those schools closer to leadership," he explained. By differentiating funding, elevating accountability, and intensifying support, districts can create an environment where all students have the opportunity to succeed. The Power of Risk and Equity in Leadership A key component of Carvalho’s leadership philosophy is the willingness to take calculated, thoughtful risks to enact meaningful change. "If you don't take big risks, the reward will never happen. You get fired for lack of results. So my bet is, risk being fired," he asserted. His approach reflects the belief that bold decision-making yields transformative results grounded in data and best practices. Equity remains at the heart of Carvalho’s leadership. "I've never met broken kids, but I've met systems that break their spirits, dreams, and aspirations," he said. His mission is to fix systemic inefficiencies that hinder student achievement. Resource allocation, leadership selection, and targeted interventions help historically underserved communities excel beyond expectations. Davis added that the achievements in LAUSD under Carvalho strongly signify the importance of strong team building and commitment to student success. "Selecting the right principals, giving them the resources, and the tools they need... all these things are a part of it," Davis said, reiterating leadership’s role in creating sustainable improvements. Lessons for Aspiring Superintendents Carvalho offered words of wisdom for those looking to step into or advance within the role of superintendent: "Know your vision, know who you are, know your why, develop your how, perfect your practice, and learn from the best practices out there." He also emphasized the need for collaboration and mentorship, encouraging superintendents to seek guidance and support from experienced leaders, something Davis found invaluable when he led a district. "Superintendents don’t do that enough. We do not lean on one another sufficiently," Carvalho noted, urging leaders to embrace continuous learning and professional growth. “No matter how high your position or career level, you can continually refine and improve. Adapt practices that work and abandon those that don't. Sometimes, the best way to do that is by having a voice available to you to independently and objectively advise you.” he said. Davis lauded Carvalho for his many years of commitment and inspiration through grace and action. His work has inspired many education leaders, including Davis, during his tenure as a superintendent. “For me, it's personal, just like it is personal to you. I see myself in the eyes of the kids I serve,” added Carvalho. “As an immigrant to this country, education saved and made me. I went from being a poor, homeless kid in this country, sleeping under a bridge blocks away from the office that years later I would occupy as superintendent in Miami. Moving to Los Angeles, the place of “the stars,” felt like a dream, but it was not a dream. The belief, skill, and will I discussed earlier can turn anyone's impossible into everyone's inevitable. It happened to me. It must happen for the millions of people we educate across America. That's why I do what I do.” To hear more from this uplifting conversation, watch the episode of Superintendents Unplugged , part of the Strategos Podcast Network (SPD).

CTE in 2025: The Evolving Pathway to Opportunity in a Tech-Driven World

The Importance of Prevention Education and Healthy Relationship Building

Thanksgiving represents a time to express gratitude for the blessings and people in our lives, often over shared feasts of endless options. Yet, the holiday is also a time to recognize the other side of reality: those less fortunate who face food insecurity throughout the year. Food banks can be seen adding volunteers during the holiday season to provide Thanksgiving meals for the less fortunate - and while necessary and giving, these efforts merely scratch the surface of food needs facing individuals and families annually. A Silent Crisis Many families face a silent crisis of food insecurity that affects all household members. Simply put, stretched resources make providing ongoing healthy home food options difficult. The latest stats from the Department of Agriculture (USDA) indicate that 13.5% of U.S. households (2023) could not provide their homes with enough food at some point during the year due to a lack of resources. The percentage represents over 13.8 million children in the U.S., drastically affecting those below the poverty threshold. According to the Food Research and Action Center ( FRAC ), the Supplemental Nutrition Assistance Program ( SNAP ) represents a first line of defense against nationwide hunger. However, these resources are often too low to address needs adequately and have recently faced barriers to advancing additional funds. Tara Reid-Cherry, Strategos Group’s Partner and Education and Juvenile Justice Advocate, has remained a strong proponent of tackling food insecurity inside communities. In her eyes, more can be done to help combat child hunger and place food on the table for families in need. "Empty stomachs and rumbling bellies are not just personal struggles, they are a reflection of a broken system. A hungry child cannot learn, a hungry adult cannot work, and a hungry society cannot thrive," Reid-Cherry said. The School Effect School food programs represent relied-on mechanisms to help relieve child hunger nationwide. School breakfast and lunch programs have long existed in the U.S. public education landscape, offering those with financial constraints a helping hand in their children’s nutritional needs. When economic hardships swept the country during the pandemic, the USDA instituted universal meal programs to alleviate food stresses in every state. It represented an experiment of sorts that provided free school meals for all. Even though the federal program ended in 2022, some states continued the effort independently. Coalitions have cropped up, seeking to sustain the momentum of programs found in eight states more nationally. Footing the bill for these programs has raised concern as some states underestimated the costs, yet the sentiment behind helping more children receive nutritional benefits in schools has remained strong. Tied to Learning Outcomes The impact of food insecurity stretches beyond basic needs. A Pandemic Recovery Survey earlier this year revealed a strong correlation between food insecurity and learning outcomes in children. While learning loss occurred across the entire spectrum of learners, students facing food insecurity were the most severely affected. Lower math and reading scores were apparent in surveys globally, where the US reported 44.2% of food-insecure students impacted. Outside organizations are part of the in-school solutions to improve nutrition and help with learning outcomes. Advocates work with established school food programs to assist in better nutritional programs that impact more children. According to Newsweek , with nearly 30 million receiving their breakfast and lunches from public K-12 schools, the USDA released a new set of future standards to improve nutrition in public school meal offerings in the fall of 2025. The long-term objective is to improve children's overall nutrition, positively impacting future learning. Many factors are at play in addressing the complexities of food insecurity nationally, from economics within communities to the cost of maintaining food programs within states. Sound in the present solutions will matter most for those struggling to provide healthy food options that prepare their children for learning success. Future planning matters, but adequately managing the present-day realities remains vital for those in need. Allow Thanksgiving to remind us all that a concerted, collective effort will be necessary to tackle the everyday hardships of food insecurity that directly impact children's future health and learning.

Last month, Senator Bill Cassidy (R-LA) and Senator Jack Reed (D-RI) introduced their Read to Rise Resolution as a bold, actionable step to address the sweeping literacy declines across the U.S. The congressional mandate, which includes drawing more attention to the nation's literacy crisis through a significant increase in evidence-based practices, calls on adding September as National Literacy Month to propel awareness well into the future. As highlighted in a National Parents Union release on the new resolution, Keri Rodrigues, President of the National Parents Union, applauds more national leadership support to address the growing literacy crisis. “Right now, 48 million adults lack basic reading skills, and we can already see how the long-term consequences for our economy and society are devastating. The time for us has come for us to collectively acknowledge this problem and make a commitment to every community in America to get to work to ensure we don’t leave yet another generation of kids behind,” she said. For Senator Reed, strengthening literacy improves societal goals by unlocking opportunities for all. “I’m proud to work with Senator Cassidy and our colleagues to introduce this important resolution that amplifies the need for more effective literacy instruction for students of all ages. We need to do a better job of reaching learners where they are and not letting them slip through the cracks,” he said in the release. Senator Cassidy echoed Senator Reed, adding, “Unless reading proficiency improves, we are at risk of losing an entire generation of productive, successful adults.” Early childhood literacy measures lie at the center of efforts to slow the nationwide crisis. Vance Aloupis, Strategos Group’s National Advocacy Management (NAM) expert, has a long history of advocating for early childhood concerns. According to him, literacy should exist at the top of everyone’s early childhood wish list, with at-home environments as a key part of the process. “A strong foundation in literacy begins at birth. Programs that ensure children have books in the home are made even more impactful by parent engagement models that underscore the importance of early childhood interactions,” said Aloupis. “Educating early childhood teachers and parents on best practices in emergent literacy is critical to ensuring that all children are reading proficiently.” At its core, literacy improvement relies on evidence-based instruction integrated with the science of reading principles as a key underpinning. According to the National Center on Improving Literacy , evidence-based instruction relies on research from multiple fields that are constantly evolving. It’s a fluid process that has seen some controversies in practical acceptance but remains devoted to developing meaningful pathways to improve children's reading skills. Five main focus areas, including phonemic awareness, phonics, fluency, vocabulary, and comprehension, combine to provide the best environment for literacy success. The recent legislative declaration of September as National Literacy Month signifies a re-investment or refocus on making literacy a top issue of national concern. It’s a qualifying first step in advancing more dedicated measures and evidence-based practices, requiring the entire education ecosystem to work together on improvements. Efforts from the federal, state, district, and community levels, including outside education organizations and parental engagement, will be necessary to advance lasting, sustainable literacy objectives. As the National Parents Union states, “Equitable access to literacy ensures that everyone has the opportunity to develop critical thinking skills, communicate effectively, and navigate the complexities of the world.” If literacy is the key that unlocks the door to equal opportunity, making it a priority of prime importance seems an obvious and crucial choice for our collective national goal.

Moving the Needle on Rural Education Efforts in rural education are gaining momentum as certain states with larger rural populations contend with providing more opportunities to populations outside metropolitan limits. While statistics show a strong correlation between education and better outcomes for all citizens inside the U.S., rural education has lagged compared to its larger urban neighbors. According to the U.S. Department of Agriculture , “Education is tied to the economic prosperity of rural people and places. The educational attainment of people living in rural (nonmetropolitan) areas has increased markedly over time but has not kept pace with urban (metropolitan) gains, especially in college and postgraduate education.” This underscores the need for increased policy measures and support mechanisms to bridge the gap that ensures equal opportunities for all students, regardless of location. The Center for Public Education (CPE) offered an extensive report on the subject, indicating that although overall education measures have increased since the pandemic, rural areas have remained out of the loop. Research in the report points to 1 in 5 students attending rural schools in the U.S., with at least half of public schools inside rural districts of 12 states (Montana, South Dakota, Vermont, North Dakota, Maine, Alaska, Oklahoma, Nebraska, Wyoming, New Hampshire, Iowa, and Mississippi). Yet, even though 20% of students live in non-urban areas, rural schools are often excluded from broad educational research studies and policy conversations. As a result, their unique economic challenges and isolation concerns tend not to be adequately addressed, leading to increased challenges for rural communities. Historically, education in rural areas has primarily served as a pipeline to agricultural-oriented job opportunities. While this remains a positive influence, many younger rural students demonstrate a desire to pursue various diverse intersecting employment and career objectives that are relevant in real life. Like all students, their aspirations are multi-tiered, requiring a comprehensive education system that equips them with technology skills, business know-how, and hands-on learning pathways. Former Idaho State Superintendent of Public Instruction. President of the Council of Chief State School Officers (CCSSO) and present-day partner at Strategos Group, Tom Luna, has remained a strong proponent of solving the digital divide alongside providing students with real-life experiences inside schools. During a recent Swimming Upstream podcast with Idaho’s Teacher of the Year, Trent Van Leuven, Luna highlights the transformative offerings in rural education initiated by Van Leuven. “You’ve created opportunities for kids to receive experience in the marketplace using greenhouses to grow vegetables and flowers while also producing fish for the state. It enhances education on both the production and business sides,” says Luna. Van Leuven recognizes a distinct benefit in allowing students to apply what they know through talking and interacting with the outside world. Leaning heavily on the adage, “To teach is to learn twice,” he has exponentially increased the learning opportunities in his school. “What I love about the greenhouse is that we teach as much as possible about the plants so that when the customers come in, the students are the experts. They are learning twice as they essentially teach the customers.” As Luna points out, with so much widespread discussion surrounding the need for kids to increase problem-solving, communication skills, and creative thinking, there is no better way to learn than to do it and share that learning with others. Karen Breerer, a longtime educator and Discovery Education’s senior vice president of partner success, expands on today’s rural education needs in District Administrator . According to Breerer, rural areas often lack dynamic content libraries, time-saving teacher tools for scaling best practices, and insufficient access to high-quality professional learning. Today’s technology platforms offer solutions that help overcome some of the limitations of teacher shortages and inadequate resources. “Rural teachers across the country can begin to overcome hurdles to learning through the thoughtful implementation of the latest generation of edtech services,” says Breer. “Today’s digital learning platforms offer curated libraries of relevant, interesting videos, interactives, podcasts, virtual labs, and more that students can explore. Edtech services are making libraries of content that nurture the innate curiosity in all learners more accessible to rural populations.” Undoubtedly, rural education faces a unique intersection of economic pressures and isolation, often limiting options for sufficient growth. While increased funding, policy measures, and legislative actions are necessary to move the needle, concentrating on digital concerns with advanced hands-on learning could be key to actualized progress. After all, with 20% of the U.S. population already in rural schools and increasing in number, rural education's distinctive concerns should avoid being shoehorned into existing, more urban-based solutions. Applying fresh, dedicated measures and research with thoughtful, relevant learning projects may help rural communities merge educational advancements with career opportunities for more tangible, real-world possibilities.

Navigating the Post-ESSER Era: A District Leader's Perspective of the Future In part 2 of a three-part discussion on the wind-down and end of federal ESSER, Addison Davis, Stategos Partner, Business Transactional Advisory, and former District Superintendent of Hillsborough County Public Schools (HCPS), offers a comprehensive district leader perspective. Davis emphasizes that with ESSER comes a certain obligation for district leaders to properly allocate federal funding toward long-term objectives that strategically improve learning well into the future. Interestingly, many states and districts held back on obligating contracts on the final ESSER III, setting up a last-minute scenario as the September 30th deadline approaches. Apart from hasty decisions that might miss important objectives, it can create a negative signal to Congress that the money wasn’t entirely necessary. “When an inflection of federal dollars arrives, our role and responsibility [as district leaders] are to be stewards of taxpayer dollars - leverage it, use it to provide ongoing tutoring, accelerate learning by selecting and unpacking curriculum, and recruit and retain highly qualified staff to enhance our entire professional development by upskilling and training,” said Davis. “When you see districts that haven't leveraged that money, it becomes an end-of-the-year Title I wholesale deal where everyone is scrambling.” Davis stresses that districts must understand how to leverage this money from now to September 30, 2024. “When this money is gone, can they show how it was used? What can be systemic in approach?” he asked. “The pandemic funded education properly for the first time. There is a responsibility to prove to Congress that this money made a difference in accelerating learning and addressing capital needs, as well as a longer, stronger bench of educators, counselors, and mental health professionals. When we don't spend it strategically, many questions arise: Is this money needed nationwide? I had 250,000 kids in 300 schools; we absolutely needed it, but there needs to be accountability.” While the pandemic brought about a focus on traumatic experiences, districts found themselves transitioning from serving the whole child to the entire family. Davis explained that ESSER helped address mental health by adding more social workers, school psychologists, counselors, and mentors as sponsors, “ESSER fueled many vendor contract contracts that will potentially halt. Districts are facing a kind of financial U-turn. As they tried to accelerate learning, we saw much money spent on providing interventionists and part-time teachers. A lot of money went to summer school as well. In Hillsborough, we put over $30 million into summer school over the last couple of years to offer every learner in the organization not only remedial skills and standards but accelerate learners where they feel comfortable enough to have stackable credentials, standards, and high-level content.” Life After ESSER According to Davis, transformational efforts for marginalized students will most likely be emphasized in schools post-ESSER. “What doesn't get transformed gets transferred,” he reiterated. “So, a doubling down on more money reallocated for Headstart and three—and four-year-old programs looks likely.” In addition, Davis anticipates a concentration on programs that have a greater opportunity to create a pipeline farm system of students' exposure to content curriculum, mental health assistance, and more interventionists that can make a difference. As ESSER unwinds, Davis foresees superintendents and school districts remaining busy unpacking their budgets to make informed decisions about what's worked, what didn't, and what they can do differently related to the leveraged ESSER funding. “There will be a lot of movement toward upscaling and leveraging professional development, but also an emphasis on the right curriculum with appropriate grade-level content in our schools,” he said. “It starts with defining tier one, tier two, and tier three instruction and what those buckets offer, whether it’s a blended solution, BASIL, or customized curriculum. How are we leveraging everyone on deck to meet with kids from a small group instructional perspective or a whole group to facilitate the daily growing demands in education?” Vendor Insight Placing his vendor cap on, Davis stresses a need to do homework on districts. “It’s important to understand their strategic priorities, community priorities, and what they're trying to accomplish,” he said. “Suppose the same patterns and trends are evolving related to literacy, safety, security, recruitment, and moving progressions academically. In that case, you must continue to be persistently in front of them.” In terms of trends, Davis sees tutoring remaining strong. “It will continue to be a priority for states and districts. High-quality, high-dosage tutoring that includes hybrid, virtual, and in-person.“ Another area that Davis feels should not be ignored is a focus on the renewal process. “It’s about customer service, implementation, and demonstrating value quarterly (even daily) in a district that provides relevance. Don't wait for the district to come to you and ask about your organizational impact; be actively engaged in showing them how you've been a thought partner.” Davis respectfully acknowledges that while not all superintendents are in tune with the actual practices implemented in their school district, their staff is. They trust advisors and experts in the content areas of their cabinet to drive that work. “Stay connected to the superintendent, cabinet, and decision makers because they always seek an upgrade. As a superintendent, I had legacy solutions that teachers or students went numb to in my school districts. If you can demonstrate progress, it can help move the needle,” he added. Vendors who double down on demonstrations in school districts across the states have an advantage. “It can show that they have made progress, done it, and are consistent not only through analytics. It shows districts how they've done it through formal and informal narratives and different personnel to make a difference in that space,” Shifting back to the state and district perspective, Davis reiterates that there will still be enough money for contracts even after ESSER expires. “I remember having a budget of $3.4 billion without ESSER. There is plenty of money to accelerate outcomes.” In his eyes, leadership must selectively abandon and evaluate initiatives that do not show organizational impact. “We cannot have a copy-and-paste mentality or ignore making the hard decisions,” he said. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------- This article is designed to provide a comprehensive overview of the challenges and strategies for education leaders as they transition out of ESSER funding, drawing on the insights provided by Addison Davis, a Partner at the Strategos Group.