strategos_group

The Low-Tech Push Meets an AI Reality

Thu, 30 Apr 2026 18:25:28 GMT

Sixteen states are advancing legislation to limit tech use in schools. (From NBC: AL, IA, IL, IN, KS, MA, ME, MN, MO (2), OK, RI, TN (2), UT (3), VA (2), VT, WV.) Something is going to pass—if not this legislative cycle, then the next.

We’re also seeing a global low-tech shift. Sweden moved toward low-tech schooling in 2023, and Denmark, Finland, Norway, South Korea, and Germany appear to be following, largely by returning to physical learning tools and pulling back on student screen time.

But US states aren’t copying Europe. This looks more like a wave driven by “pundit accelerants” such as Emily Hanford (science of reading) and Jonathan Haidt (phonefree schools). These voices capture public attention, then land in state policy forums where leaders are ready to act. Accelerantdriven agendas move fast when they hit.

The next accelerant seems to be Jared Horvath, author of The Digital Delusion. Haidt and others are amplifying his call for low-tech education, and I expect he’ll be active across policymaking bodies as related bills gain traction.

If low-tech bills pass, the sector will feel it. Directtostudent technologies will face headwinds. Some argue it’s cheaper to toss the tablets (see NC's Wake Field as an example), but transition costs will be real: buying physical curriculum, retraining teachers, while managing the remainder of digital subscriptions. Curriculum providers operating outside the deviceheavy model stand to gain, and we may see more DIY curriculum emerge.

On the policy merits, some early bills are sharper than others. A few thoughts:

1. We live in a deeply digital world.
If we’re not teaching students about that world, we’re limiting their future. Students still need access to computers and computer science—not constantly and not without guardrails. For younger learners, I still like the 1980s model: rotating through computer stations for typing, basic coding, and tool literacy.

2. The low-tech push collides with an AI wave.

Classrooms are being flooded with AI solutions, and there’s real anxiety around that. But early evidence suggests AI can help identify academic and behavioral struggles earlier, reduce lessonplanning time, and even support tutoring. These tools will improve. If we go fully low-tech, what benefits do we lose?

3. We need a Goldilocks approach.

We probably overuse tech today. But abandoning it altogether isn’t the answer. We need intentional, moderated use, not extremes.

Low-tech education is a reaction. Our job is to turn reaction into strategy. My sense is that the future will belong to systems that can thread the needle--reducing counterproductive screen time while still preparing students for an AIdriven world.

Mass Marketing is Out; Mission-Driven Targeting is In: Transforming Adult Learning Outreach for Workforce Results

Thu, 26 Mar 2026 18:41:51 GMT

State-level public policy has increasingly focused on expanding access to postsecondary education for working adults, yet enrollment outcomes have not consistently kept pace with policy intent. This gap highlights a structural weakness in how states and colleges communicate with, guide, and support adults as they navigate education and training opportunities. If large-scale initiatives aimed at workforce participation and economic mobility are to succeed, financial access must be paired with effective, learner-centered engagement.

Traditional outreach approaches used by colleges to increase adult enrollment are often poorly aligned with the realities facing today’s adult learners and the public workforce goals these efforts are meant to advance. Common strategies—such as broad-based advertising, institution-centric messaging, and fragmented outreach by individual colleges—tend to emphasize awareness rather than action. While such efforts may raise visibility, they frequently fail to reach eligible adults or guide them efficiently from interest to enrollment. As a result, states and institutions invest substantial resources in outreach that yields limited enrollment gains and weak alignment with workforce priorities.

Adult learners differ fundamentally from traditional students. They are more likely to be working, supporting families, and seeking credentials with clear and timely labor market value. Effective engagement therefore requires clarity around eligibility, cost, time to completion, and employment outcomes. Traditional marketing rarely addresses these needs, instead relying on institutional branding or extensive program catalogs that can overwhelm prospective learners. Decentralized outreach can further deter participation by producing inconsistent messaging about financial support and program options.

The Michigan Reconnect program illustrates both the promise of adult-focused policy and the challenges of implementation. Launched in 2021, Reconnect provides tuition-free community college to eligible Michigan adults without a college degree, representing a significant public investment in workforce development. While the program generated strong interest, early outreach efforts struggled to translate awareness into enrollment at the scale required to meet workforce and credential attainment goals.

In its initial phases, Reconnect relied largely on traditional awareness campaigns and institution-led outreach. Many eligible adults remained unaware of their eligibility, uncertain about next steps, or unclear about how Reconnect connected to specific career outcomes. This experience made clear that financial incentives alone are insufficient without targeted, learner-centered strategies that reduce friction between interest and enrollment.

In response, Michigan leaders adopted a more centralized and data-informed approach to outreach and enrollment. This shift emphasized identifying eligible adults more precisely, delivering consistent and plain-language messaging about Reconnect, and streamlining pathways into programs aligned with workforce demand. College APP functions as part of the digital infrastructure supporting this approach, enabling coordinated engagement statewide while keeping the focus on the Reconnect program rather than individual institutions.

The results of this shift to deploying College APP ’s person-level data analytics were significant. After implementing targeted, program-centered engagement supported by centralized infrastructure, Michigan saw markedly improved outcomes. In a six-month period following this transition, more than 12,500 new adults registered for Michigan Reconnect and over 9,500 enrolled in community college programs—more than double the enrollments achieved in the prior year under earlier outreach models. Further, since this campaign wrapped up another 4000 Michiganders who received outreach during the campaign have enrolled in the program, taking the total to over 13,500 enrollments attributed to the College APP campaign.

For policymakers seeking to maximize the impact of investments in education and workforce development, the Michigan Reconnect experience offers a clear lesson: programs that combine financial access with coordinated, learner-centered outreach and enrollment infrastructure are better positioned to translate policy intent into measurable enrollment gains and lasting economic returns.

The Great AI Arbitrage: Why EdTech is shorting "Genius" and Longing "Reliability"

Thu, 29 Jan 2026 21:57:05 GMT

By Kevin Jenkins, Director of Enterprise Growth & Investments

If you spent your holiday break watching the prediction markets, you likely believe the AI race is over.

The crowd on Polymarket is betting everything on raw power. As we entered 2026, the odds for Best AI Model heavily favored the consumer giants. Google sat at 90%. OpenAI held steady at 7%.

The market sentiment is loud and clear. The winner will be the company that builds the most potent and unrestricted superintelligence. In this narrative, players like Anthropic are statistically irrelevant. The betting markets give them less than a 1% chance of taking the crown.

But I want you to look away from the speculative betting markets. Look instead at the enterprise balance sheets. A completely different reality emerges when you follow the actual money.

The Disconnect Between Hype and Revenue

According to the latest data from Menlo Ventures on enterprise generative AI , corporate spending tells a story that directly contradicts the hype.

The public is obsessed with benchmarks. Serious operators have quietly shifted their focus to reliability.

The data is undeniable:

OpenAI is losing its grip. Their enterprise usage share dropped from 50% to 34%.

Anthropic is surging. Their share has doubled from 12% to 24%.

Why is the smart money moving aggressively toward the company the speculative money has written off?

The Capability Trap

For the last two years, our industry has been stuck in the Capability Trap. We valued models based on their ability to dazzle us. We looked for the model that could write the best poem or solve the hardest physics problem. We prioritized raw IQ above all else.

But as AI moves into the district office and the classroom, raw IQ stops being an asset. It becomes a risk vector.

Consider the stakes for an EdTech CEO or a state superintendent. A model that is 10% smarter but hallucinates 5% of the time is not a tool. It is a liability. We cannot have a tutor who invents historical facts. We cannot have an admin tool that leaks student PII. We cannot have a guidance platform that offers erratic advice.

The Reliability Premium

This is the strategic arbitrage for 2026. The market is overvaluing intelligence. The education sector is valuing predictability.

We are witnessing a bifurcation of value. Consumer AI will continue to chase the ceiling of capability. Education AI must secure the floor of predictability.

Anthropic has positioned itself to capture this Reliability Premium. They prioritized safety rails and constitutional AI over raw benchmark scores. The betting markets call this boring. The education sector calls it indispensable.

It is the classic hiring dilemma applied to software. An unpredictable genius is a liability. A consistent performer is an asset. Leaders in our space are not paying for magic. They are paying for control.

The Strategic Pivot

As you map out your AI integration or district policy for the coming year, I challenge you to audit your investments through this lens. Are you buying the hype? Or are you buying the utility?

The competitive advantage in 2026 won't belong to those with the smartest AI. It will belong to those with the most trusted AI.

Combining Literacy and Workforce Development

Mon, 22 Dec 2025 21:21:43 GMT

Conversations about workforce readiness often focus on high school preparedness, including career academies, certifications, internships, and college alternatives. But during a recent interview, Albuquerque Public Schools Superintendent Dr. Gabriella Duran-Blakey emphasized that a dual approach supports a district's overall objectives.

Workforce pathways, she argued, do not begin in high school. They begin with literacy.

“If we aren’t teaching students how to read—particularly in those early grades—we’re not setting them up for success along their schooling or along their life,” she said.

It’s a shared idea among many in the education community, but one that has reshaped how Albuquerque, New Mexico’s largest school district, thinks about student success, workforce preparation, and long-term economic opportunity.

A Reset Rooted in Focus

Albuquerque Public Schools (APS) serves roughly 70,000 students across a geographic area the size of Rhode Island. It is the largest district in a largely rural state, serving urban, suburban, and rural communities that include students who travel long distances from reservations to attend school.

Shortly after the district emerged from COVID-era disruptions, it faced another reckoning: a statewide lawsuit finding that New Mexico was failing to adequately serve Native American students, those with disabilities, English language learners, and economically disadvantaged students—all groups that make up a significant portion of APS enrollment.

For Duran-Blakey, who became superintendent in July 2023, the moment demanded clarity rather than complexity. “We had to reset,” she explained. “And really get strategic about what we’re doing to increase outcomes for students.”

Working closely with the community and school board, APS narrowed its focus to four districtwide goals. Among them: third-grade reading, eighth-grade math, purposeful high school pathways, and the explicit teaching of skills and mindsets such as perseverance and self-regulation.

While each goal stands on its own, together they form a coherent pipeline that starts long before students ever choose a career pathway.

Literacy as the First Workforce Investment

Few metrics carry as much long-term weight as third-grade reading proficiency. By that point, students are expected to shift from learning to read to a reading-to-learn principle. When they don’t, the consequences can echo for years.

Before APS adopted its current literacy goal, only about a quarter of students in key subgroups were proficient readers by third grade. That meant roughly 75 percent were not.

“That was really concerning to me,” Duran-Blakey said. “Because our students aren’t being set up for success if we don’t get this right early.”

Rather than treating literacy as a stand-alone academic issue, APS reframed it as foundational infrastructure necessary for every future pathway, whether college-bound or career-focused.

The district committed fully to the science of reading, drawing lessons from Mississippi’s well-documented turnaround. Once ranked near the bottom nationally, Mississippi dramatically improved literacy outcomes through structured phonics-based instruction and statewide alignment.

“It gave our teachers hope,” Duran-Blakey said. “It showed us that change was possible.”

Today, all 88 APS elementary schools are aligned around foundational reading instruction, ensuring that no matter where a student lives in the district, they receive consistent, evidence-based literacy support.

The workforce connection is intentional. Students who struggle to read by third grade are far less likely to succeed in advanced coursework later—and far more likely to disengage entirely before reaching the career opportunities schools hope to provide.

Building the Middle-School Bridge

If literacy is the on-ramp, math is the bridge.

APS has identified eighth-grade math as another critical pressure point—one that directly influences high school success, particularly in science, technology, and technical career pathways.

“Math is really important to us,” Duran-Blakey said. “When you look at math proficiency, especially in middle school, you can see a strong connection to high school dropout rates.”

It’s a reality that carries added weight in New Mexico, a center for national laboratories, where STEM skills are central to the local economy.

Duran-Blakey brings a personal perspective to the conversation. A classical violinist who performs with the Albuquerque Symphony, she sees firsthand the intersection between math, music, and disciplined practice.

“Music relies heavily on math—timing, rhythm, structure,” she said. “And I’ve learned how important it is to break skills down intentionally, because not everything comes easily to every student.”

This year, APS expanded access to art and music instruction across all elementary schools, ensuring that every student receives both opportunities alongside academics. The move isn’t about enrichment alone but reinforcing problem-solving, persistence, and cognitive skills to support learning across multiple disciplines.

Pathways of Purpose in High School

APS is striving for choice over chaos, particularly as students arrive in high school.

According to Duran-Blakey, in the past, students have too often accumulated disconnected electives that fail to provide the results they are looking for. The district is now replacing that older pattern with intentional pathways that align coursework, credentials, and career exploration. The list includes career academies in high-demand fields such as STEM, industry certifications, and alignment with New Mexico’s bilingual-biliteracy seal . The emphasis is not on steering students away from college, but on widening the definition of success.

“For some students, a four-year degree makes sense,” she said. “For others, a two-year degree or certification leads to a stable, successful career without taking on massive debt.”

Importantly, APS views workforce-aligned pathways as equity work, not tracking. The goal is to prepare students early enough that multiple options remain viable, rather than forcing them to make narrow decisions late in high school.

Teaching the Skills Employers Expect

Academic readiness alone isn’t enough. Employers consistently cite perseverance, adaptability, and self-regulation as essential workplace skills—and those don’t develop by accident.

APS’s fourth goal addresses that gap directly.

“We can’t just assume students learn these skills on their own,” Duran-Blakey said. “We have to teach them intentionally.”

The Genius Hour is an initiative in several elementary schools that gives students 45 minutes a day to explore interests ranging from robotics to mariachi music. These activities allow teachers to connect to concepts such as perseverance, self-efficacy, and emotional regulation. The results have been encouraging, though challenges remain, particularly for the district’s roughly 3,000 unhoused students, who score lower on assessments measuring these skills.

“That isn’t surprising,” Duran-Blakey said. “But it tells us where we need to be even more intentional.”

Leadership Grounded in Community

As Duran-Blakey completed her first year as superintendent, she reflected on the weight (and privilege) of leading the district where she grew up.

“When I see students outside of school, I take that very personally,” she said. “I want to make sure they have the best education experience we can provide.” To her, it makes a difference when leaders know their community, the people, and the context.

In Albuquerque, that familiarity is shaping a long-term strategy that links early literacy, academic readiness, and workforce opportunity into a connected system of potential. In actuality, meaningful workforce pathways start well before a job offer or certification—they begin years earlier with a student who can read, reason, and believe that their future is worth investing in.

An Entrepreneurial Journey Built on Helping Parents Navigate Early Childhood Needs

Wed, 26 Nov 2025 22:14:24 GMT

For many parents, finding qualified child care feels less like a choice and more like a high-stakes scavenger hunt . Add the affordability component, and the process becomes even more stressful. As Strategos Group’s Managing Partner and Capital Class host, Adam Giery observed in his interview on the subject, “If you’re a parent, you know the challenges of finding quality child care and early education. The pain is real.”

What was once a system run on word of mouth has evolved into a highly professionalized, increasingly data-driven industry. Yet, despite increased investment and decades of increased attention, the search for reliable early childhood education remains a highly stressful experience for many parents.

In 2016, two mothers (both tech professionals) decided to fix that. Their frustrations became the spark for Winnie , a platform that now helps millions of parents and providers across the U.S. connect to essential early education marketplaces.

“Two moms decided enough was enough,” Giery said on his podcast. “They realized the same tools built for commerce and content didn’t exist for our youngest learners. Thus, a business was born.”

An Accidental Entrepreneur

When Sara Mauskopf co-founded Winnie, she wasn’t trying to be a startup CEO. At the time, she was working at Postmates and navigating new motherhood. “My co-founder Ann and I were just talking about how hard it was to balance work and family,” she recalled. “We didn’t set out to build a child-care marketplace. We just wanted to help parents.”

Their first concept wasn’t even about child care, but rather an app for family-friendly activities. “It was free, and people didn’t hate it,” Mauskopf laughed. “But it wasn’t growing on its own.” The breakthrough came when users began using the app for daycare searches.

“People would download the app and search for preschools and child-care centers,” she said. “It took a long time before we realized—this is what people actually need.”

That moment of recognition transformed everything. “We realized everyone just needed childcare,” Mauskopf explained. “All those other things, such as playgrounds and restaurants, were nice to have. But you need childcare so you can work.”

Winnie evolved quickly from there, pivoting to become a full-fledged marketplace dedicated to child care and early education.

The Evolution of an Industry

When Giery asked Mauskopf how the industry had changed in the past decade, her answer reflected both optimism and realism. “Ten years ago, most centers had almost no technology,” she said. “Now they rely on it to run their business. Maybe not as much as I wish they did, but it’s a start.”

What’s changed most, she added, is perception. “When I was growing up, daycare was kind of a dirty word,” she said. “My mom stayed home, and that was the norm. If you put your child in daycare full-time, people judged you.”

Today, that stigma has reversed. “Now you might be seen as a bad parent if you don’t expose your child to early education before kindergarten,” Mauskopf said. “It’s seen as a good thing, as it should be, to have your child in a group environment, learning from a teacher and other children.”

More widespread buy-in exists that values early education less as custodial care and more as a critical stage of lifelong learning.“Parents want their children to be ready for kindergarten, not just academically, but socially and emotionally,” Mauskopf said. “That’s a big change.”

Transparency and Trust

Still, the logistics remain daunting. “When I was a kid,” Giery said, “the bar was low. If your neighbor ran a daycare in their basement and your mom thought it was safe, that was enough.”

Today’s parents want more: licensing verification, reviews, and transparency—especially around cost. “You can get more price transparency buying a car or a house than you can for child care,” Mauskopf said.

That’s where Winnie stands apart. “A big reason people come to Winnie is to assess quality,” she said. “They want to see licenses, read reviews, and understand pricing. Price transparency is one of the last frontiers in this industry.”

But progress has been slow. “We’re trying to encourage more providers to share prices,” Mauskopf added. “It’s better for consumers and the industry overall.”

The Affordability Component

To Mauskopf, affordability and value should not be conflated when discussing early childhood needs. “I believe we should stop asking how to make child care cheaper,” she said, knowing that for some it might seem like a radical concept. “It should be expensive—because it’s incredibly valuable. It allows parents to work. It prepares children for the rest of their lives. Its importance should make it more expensive than college. The problem isn’t that it costs too much—it’s that families can’t afford it.”

Her solution? Shared responsibility. “There should be other payers in the system besides parents—government, employers, maybe new models altogether,” she said. “We need to stop undervaluing something this essential.”

Giery agreed, noting that providers “operate on razor-thin budgets while managing multiple layers of regulation.” Mauskopf sympathized: “These businesses aren’t rolling in cash,” she said. “Most revenue goes to staff pay, facilities, and day-to-day operations. You have to love doing this work. But it can be sustainable if you treat it like a real business.”

Balancing Mission and Margin

For many providers, sustainability is the missing ingredient. “I always tell smaller centers and home daycares: you can’t run this out of the goodness of your heart,” Mauskopf said. “If you go out of business, every family you serve loses care.”

Her advice is simple but firm: “Set your business up to succeed. Charge what it costs, establish real policies—late fees, payment schedules—and make it sustainable.”

The result is a delicate balance between purpose and practicality. “You can run a great business and do good at the same time,” Mauskopf said. “Those things don’t have to be in conflict.”

Building a Marketplace on Trust

Winnie’s two-sided platform connects parents seeking care with licensed providers looking to fill openings. “We only work with licensed providers,” Mauskopf explained. “That helps establish baseline trust because we’re building on the regulation that already exists.”

Beyond licensing, user feedback reinforces accountability. “Even if a center looks great on paper, parents want to hear from other parents,” she said. “That feedback loop is essential.”

Giery noted how this model mirrors successful marketplaces in other industries—balancing scale with human experience. “It’s one of the hardest markets out there,” he said. “But you’ve created a structure where trust is built into the foundation.”

From Startup to National Presence

What began as a side project in San Francisco is now a national platform. “We expanded quickly because we could integrate state licensing data,” Mauskopf said. “It made sense to go nationwide instead of city by city.”

Initially, Winnie was free for both parents and providers. “We wanted traction first,” Mauskopf said. “Then providers started reaching out, saying, ‘You’re sending us a lot of families—can we pay you per listing?’”

That organic revenue model proved sustainable. “We didn’t even think to charge that way,” she laughed. “Providers came to us. It was validation that the marketplace was working.”

The Resilience Behind the Brand

Winnie’s journey hasn’t been without turbulence. “Every day I think, I can’t believe we’re still doing this,” Mauskopf admitted. “We’ve been through so many things that almost killed us.”

One of those moments came during the Silicon Valley Bank crisis, when Winnie temporarily lost access to its funds. “We thought we might have lost all our money,” she said. “But even then, we realized we could rebuild. The experience made us stronger—and it’s what pushed us to become profitable.”

Giery reflected on the lesson in resilience. “Pressure evolves over time,” he said. “What once felt impossible becomes just another part of leadership.”

For Mauskopf, that perspective defines endurance. “Challenges don’t scare me anymore,” she said. “We’ve seen too many to let them derail us.”

A Healthier Model for Leadership

In an era that glorifies hustle, Mauskopf has chosen sustainability. “When we started Winnie, my co-founder and I decided to build it in a way that we could do for a long time,” she said. “I rarely work weekends unless I need to. I want to be present for my kids and still love what I do.”

Her approach emphasizes consistency over burnout. “I don’t believe in the ‘go hard then crash’ model,” she said. “I have three kids. Life doesn’t pause.”

She also encourages her team to prioritize health. “If I get proper sleep and exercise, I’m superwoman,” she said. “I tell my team, if you need to recharge—take a walk, take a nap. You’ll come back sharper.”

That philosophy extends to transparency. “My husband works for Winnie, too,” she said. “It’s truly a family business. I don’t hide any part of my life, and that makes everything more sustainable.”

Giery called it “a refreshing kind of leadership,” contrasting it with the old startup mythos of endless work. “That model burns people out,” he said. “What you’re describing is how you actually last.”

Beyond Early Childhood

Winnie’s scope continues to expand. “This year we added K–12 schools, camps, and after-school programs,” Mauskopf said. “We see child care as the first step in a child’s educational journey.”

Her vision is for Winnie to become the comprehensive hub for families. “One day, I want parents to find everything—daycare, tutoring, after-school care—in one place,” she said. “We’re not there yet, but that’s the dream.”

The Power of Authentic Purpose

What began as a conversation between two working mothers has become a national platform, one that has subtly reshaped how parents and providers connect.

Giery captured the spirit of Mauskopf’s journey best as the podcast wrapped: “As parents, we’re all better off for a service like Winnie,” he told Mauskopf. “But more than that, your story reminds us that entrepreneurship often starts with something deeply personal.”

Mauskopf’s journey isn’t about disruption for its own sake—it’s about solving a problem she lived firsthand. “We didn’t set out to start a company,” she said. “We just wanted to make life easier for parents. Everything else grew from that.”

Creating Affordable Pathways to Tackle Student Debt in Higher Ed

Thu, 30 Oct 2025 16:02:53 GMT

For generations, higher education in the U.S. has acted as a primary gateway to opportunity. College degrees created access to careers, lifted families into the middle class, and even shaped the nation’s workforce. Yet for many students today, the path to a diploma has been overshadowed by foreseeable decades of student debt burden. With tuition costs rising, changes to federal loan provisions , and mounting questions about return on investment, higher education now stands at a critical crossroads in addressing significant challenges.

Adam Giery, Managing Partner at Strategos Group and host of the Capital Class podcast, sat down with Geordie Hyland, CEO of the American College of Education (ACE), to explore not only the scope of the student debt challenge but also the solutions emerging from it. Their discussion at the ASU+GSV Summit focused on reimaging affordability, access, and quality in higher education as well as examining the role of teacher training and retention.

The Hidden Cost of a Degree

Giery framed the higher ed challenge succinctly: “Higher education has long stood as an engine of opportunity, opening doors for generations of learners. Yet, for far too many students, the promise of a college degree has come with the hidden cost of debt, and a growing uncertainty of value.”

Uncertainty is, unfortunately, now at the center of the national debate. Rising tuition has led students to question whether a degree is worth the financial risk. According to recent data , U.S. student loan debt now exceeds $1.8 trillion, surpassing earlier reports of $1.7 trillion in 2025 —representing a figure that weighs heavily not only on borrowers but also on the economy.

Hyland agreed that tuition inflation has undermined public trust in higher education. “There’s a real opportunity for a more common-sense approach that offers affordable degrees, focusing on the practical, and preparing students with job-aligned curriculum so they can hit the ground running,” he said.

Teacher Shortages and Opportunity

One area where affordability is most visible is in the teaching profession. School districts across the country currently grapple with persistent shortages , and while many individuals are drawn to the idea of teaching, the economic realities associated with it can be discouraging.

“There are significant teacher shortages and real challenges with the talent pipeline,” Hyland explained. “But teaching is still a deeply fulfilling career. More people are realizing the opportunities in education, both in terms of impact and career progression.”

Giery, himself the son of a teacher, reflected on the issue personally: “I was the son of a teacher who wanted to be a teacher. I definitely know that pipeline.” He noted that teachers often enter the profession with passion but face obstacles they weren’t fully prepared for, ranging from classroom management to meeting a convergence of student needs.

Hyland described ACE’s practitioner model as one way to address those gaps: “Our faculty are working professionals. They bring real-world knowledge into the classroom and help design a curriculum that’s both practical and current. Since most of our students are already teaching, they can apply what they learn immediately.”

Retention as a Solution

Attracting teachers is only half the battle; retaining them is equally critical. Many new educators leave the classroom within five years , creating costly turnover for districts and instability for students.

Hyland sees affordable, flexible pathways to career growth as essential to reversing the trend. “We provide opportunities for teacher assistants to complete bachelor’s degrees, for teachers to earn affordable master’s degrees and principal certificates, and for those ready to pursue doctorates. In many states, these additional credentials lead to salary bumps. That not only supports career progression but also helps districts retain their teachers.”

The ripple effects are significant. By reducing debt and supporting professional advancement, institutions can strengthen the teacher workforce while giving students access to more experienced and better-prepared educators.

Pursuing Debt-Free Education

Central to Hyland’s vision is the idea that students should not have to choose between advancing their education and incurring decades of debt. “We were founded to provide a largely debt-free education,” he noted. “86% of our students graduate with no debt. I often meet teachers who say, ‘I wish I had heard about you. I’ve been paying off loans for twenty, thirty years.’”

Affordability is not only about fairness, it’s about restoring the credibility of higher education in Hyland’s view. “As more institutions focus on quality teaching and learning and a debt-free experience for students, I think the credibility of higher ed will increase,” he said.

Measuring Progress Beyond Revenue

Giery asked Hyland to reflect on how ACE measures progress, aside from financial growth. The answer emphasized how affordability, outcomes, and institutional culture intersect.

“We look at student outcomes first,” Hyland said. “We have an 85% graduation rate, 86% of students graduate without debt, and our licensure pass rates are at or above competitors across the states where we operate. Employer satisfaction is at 95%. And more than half of our new students come through referrals, which is incredibly validating.”

He also emphasized the importance of workplace culture: “Our staff and faculty are essential. ACE is recognized as a top workplace, with employee engagement scores well above the industry average. That stability helps us better support students.”

Innovation with Purpose

Beyond affordability and outcomes, Hyland sees innovation as vital to the future of higher education. Technology, he argued, must be used to enhance—not replace—the human side of learning.

“We’re very focused on innovating in terms of using AI and the latest technology to take on administrative tasks so our staff can focus on relationships with students,” he explained.

Giery noted that this requires a balancing act: “As an entrepreneur, what trends interest you most right now in the marketplace?” he asked. Hyland responded, “Technology and leveraging artificial intelligence—but staying true to the authentic delivery of services.”

Balance Outside the Institution

Beyond structural challenges in higher education, Hyland also reflected on leadership and balance. As Giery stressed, leading an institution often becomes part of one’s own identity, emphasizing the necessity for personal renewal. “It’s important to have hobbies and always stay connected to family,” Hyland reflected, adding how martial arts and even cold plunges help him recharge.

Hyland’s personal reflections demonstrate a broader point: tackling issues as a CEO and the complexities of running a growing business require balanced personal goals that help prepare every leader for the long road ahead.

Paving a Path Forward

The U.S. higher education system faces immense challenges ranging from student debt and affordability to questions of value and workforce shortages. Yet, a path forward—one where access, quality, and affordability are not competing priorities but mutually reinforcing goals—remains part of the answer.

Hyland’s perspective offers one distinct answer: “There’s an opportunity for higher education to restore its credibility by focusing on debt-free, high-quality learning that’s aligned with real careers. That’s how we prepare future leaders, not just for jobs, but to contribute to society.”

In a time marked by financial strain and a climate of skepticism, a debt-focused approach and vision represent an attractive and sustainable next chapter for students, and perhaps even greater promise for higher education itself.

Building Safer Schools Through Leadership, Trust, and Prevention

Thu, 25 Sep 2025 16:35:51 GMT

School safety remains a key focus of K-12 education efforts for the 2025–2026 academic year, particularly in light of today’s current climate. Almost obscured under the massive headline of the recent September 10 tragedy in Utah was a school shooting on the very same day in Evergreen , Colorado. It stressed just how commonplace these incidents have become and the piercing effect of repetitive disbelief that washes over even a mere two weeks after the tragic Minneapolis Catholic school event has yet to be absorbed.

States are taking the onus upon themselves to push ahead with strong initiatives that create safer school environments for students and educators. Regardless of whether federal grant funding mechanisms are available, states such as Colorado and Minnesota , among so many others , are advancing efforts to improve physical security, strengthen access control, bolster preparedness, and expand violence prevention and reporting.

On an episode of Superintendents Unplugged , host and Strategos partner Addison Davis sat down with Dr. Morris Leis, Superintendent of Coffee County, Georgia, at this year’s AASA Conference . Their conversation provided a firsthand look at how safety models are shaped by strong leadership, trust, and community partnerships, all of which act as cornerstones to the process.

Leadership Longevity and Community Trust

Davis noted that most superintendents only last a few years in the role. Leis, however, has served as a superintendent for sixteen years, including fourteen years in Coffee County. Davis asked the noticeable question: What’s the secret to that kind of longevity?

Leis credited the relationship between the superintendent and the board. “I’ve been blessed to work with good board members—reasonable people who just want to do good work for kids,” he said. He explained that constant communication builds trust: “I have an open door with my board members. They can call, text, or email. I send regular Friday notes to keep them updated. And if something happens, I send a quick FYI email so they’re never blindsided.”

Trust, he emphasized, is everything. “You hire good people, tell the truth, and never violate that trust. If board members know you’re honest and trying to do your best, it’s hard for them to be too critical.”

That trust has extended beyond governance and into the broader community. Coffee County has passed multiple education sales tax measures and supported millage rate rollbacks—votes of confidence in the district’s stewardship. “We’ve used those resources to build new elementary schools, renovate older facilities, and invest in projects our community values, like agriculture barns, a performing arts center, and an indoor ROTC facility,” Leis said.

For Davis, those examples illustrate how investment strengthens school culture. “Those are things communities want to see their children engage in every day,” he noted. “When families see their kids performing on stage or raising animals through 4-H, it builds pride.”

Safety as the Top Priority

When the conversation turned directly to safety, Davis was clear: “One of the greatest responsibilities we share is keeping schools safe. For you, safety has been a top priority. What does that look like in Coffee County?”

Leis described a decision in 2017 that transformed their approach: “We hired our own police chief and established a school police department. Today, with 12 schools, we have 14 full-time officers who work under that chief. They’re on our campuses every day, building relationships with students and staff.”

That consistency matters. Davis reflected on his own experience leading large districts: “When you rely only on off-duty officers rotating in and out, you don’t get that system of care. By creating your own department, those officers become part of the school community. Families know them, students trust them, and it makes a real difference.”

Leis agreed. “It’s been a game-changer. We have constant communication between administrators, our police chief, and officers. And it’s backed up by layered security measures.”

Layered Protection and Prevention

Coffee County has invested heavily in technology designed to prevent incidents before they happen. “We use the Evolv weapon detection system in all 12 schools, two units in each,” Leis explained. “We also run systems behind the scenes (monitoring tools, detection platforms) that we don’t disclose publicly. The goal is to create layers of protection, like Swiss cheese, where the holes never line up.”

They also utilize digital monitoring tools, such as Gaggle , to flag potential issues in student accounts. “It’s about catching signs early,” Leis said, “so we can intervene before problems escalate.”

According to Davis, the approach reflected smart leadership. “Standing up a police department isn’t easy. It takes training, equipment, vehicles, uniforms—you name it. But what you’ve done is create a system that prioritizes prevention and care. That takes courage.”

Addressing Deeper Challenges

While physical security is critical, Leis acknowledged that the threat landscape extends beyond locked doors and metal detectors. “Schools have been under attack in different ways for decades,” he said. “Popular culture has sometimes mocked or undermined education. Today, we’re seeing more direct threats tied to mental health challenges and individuals intent on causing harm. That’s the unfortunate reality.”

Leis’ point highlighted why a comprehensive model is essential—one that balances safety infrastructure with efforts to support student well-being. Prevention is not only about weapons detection, but also about ensuring students feel seen, supported, and connected.

The Future Collective Journey

The Davis–Leis conversation highlights an important truth: keeping schools safe is not the work of one leader, one department, or even one district. It requires a collective effort—boards, administrators, teachers, parents, and law enforcement all working together in the same direction.

Leis summed it up simply: “We’ve worked together with our board, our officers, our community. Everyone understands the goal is to protect our kids. That’s what matters.”

As districts across the country continue to grapple with threats both old and new, models like Coffee County’s offer a meaningful example: invest in people, build trust, layer security, and prioritize prevention.

School safety is not a problem with a single solution. It is an evolving challenge that demands vigilance, innovation, and care. And as Davis closed the conversation, his words echoed the importance of staying the course. “Safety is our greatest priority. Communities know it, families expect it, and our students deserve it.”

A Lifelong Journey into the Science of Reading with Dr. Charles Hulme, Oxford Professor and OxEd Founder

Thu, 28 Aug 2025 17:42:02 GMT

As schools reopen for the 2025–26 academic year, literacy reform has reemerged as a national priority. Since the beginning of 2025, more than 40 states have begun aligning curricula with evidence-based practices drawn from the science of reading. Added to the mix is reinforced federal guidance calling for “explicit instruction based on phonological awareness, phonics decoding, vocabulary, fluency, and reading comprehension,” as stated in the Department of Education’s May 2025 announcement.

To examine the origins of this renewed focus, Todd Dallas Lamb, host of the On the Clock podcast, Strategos Group Partner, and a former appointee at the Department of Education , sat down with Dr. Charles Hulme of Oxford University , co-editor of the landmark 2005 volume The Science of Reading . Widely considered one of the foundational thinkers behind the movement, Hulme helped reshape literacy instruction around the globe, which now finds itself reentering the spotlight in U.S. schools. Their conversation traced the field’s evolution from early battles over phonics to new efforts linking literacy, language, and mental health.

From Oxford to the Reading Wars

Lamb painted a backdrop for Hulme to dive into the decades-old debate in reading instruction of phonics versus whole language . In the U.S., the controversy stretched well into the early 2000s.

“When we talk about reading, we need to distinguish between decoding print into sound, reading aloud, and reading for comprehension,” Hulme explained. “Reading for comprehension depends on being able to decode. Since English is an alphabetic system, it’s far more effective to teach children explicitly how the system works through phonics than to leave them to figure it out for themselves.”

The evidenced scientific clarity eventually made its way into The Science of Reading, the 2005 volume Hulme co-edited with his wife, noted psychologist Maggie Snowling . The book brought together leading experts in psychology, linguistics, and education to synthesize what was then known about how people learn to read.

Hulme recalled choosing the title deliberately. “I thought, what is this book about? It’s about the scientific understanding of how people read, how they learn, how the brain processes it, and how genetic and environmental influences shape it. The Science of Reading seemed the ideal title.”

A Personal Turn Toward Reading

Though he began his career in psychology, Hulme recalls pivoting early to reading development because he wanted his research to have a more direct practical purpose. “I came from not a very wealthy family, and getting into Oxford really changed me,” he reflected. “When I started my Ph.D., I thought, ‘I want to do something with practical importance.’ Reading problems, particularly dyslexia, felt like something a cognitive psychologist should be able to understand.”

Hulme’s switch in decision set the course for his career. Today, his work has informed not only scholarship but classroom practice in schools throughout the world.

Struggling Readers and the Dyslexia Spectrum

In recent years, Hulme and Snowling have increasingly focused on the broader consequences of literacy struggles. Their research has helped reshape an understanding of dyslexia as not simply a reading issue but as a deeper language difficulty.

“Children who go on to have reading problems almost always had language difficulties earlier in life,” Hulme explained. “Language is the medium of communication. If a child struggles to understand and express themselves, they have trouble forming friendships, learning in school, and maintaining self-esteem. Add reading difficulties, and you create a downward spiral of poor attainment, frustration, and emotional distress.”

Lamb noted how relevant this finding feels today, as U.S. schools grapple with unprecedented concerns about student mental health. According to Hulme, the link between literacy and well-being is direct and consequential. “Without language, there is no literacy because literacy is simply the visual representation of language. If children lack strong language skills, their ability to thrive academically and emotionally is compromised.”

One of the most striking shared revelations was Hulme’s description of dyslexia as a spectrum. He compared it not to a single disorder, but to a condition like hypertension. “There are severe cases, mild cases, and everything in between,” he said. “Where we draw the line is somewhat arbitrary, but typically we consider the bottom five to ten percent of readers to be dyslexic.”

A shift in framing matters because it suggests that reading difficulties aren’t binary but rather exist along a continuum that requires nuanced responses in schools.

Research and Real-World Impact

Applying research beyond the academic sphere has always been essential to Hulme. He co-founded OxEd , a spinout company from Oxford University, to bring evidence-based tools directly into classrooms. “OxEd is about translating our research into practical application,” he said. “It’s not about making money [but] about producing programs and assessments that are 100% grounded in science.”

Hulme’s mission has led to an enviable scale in applied research. OxEd’s language screen assessment has been used in two-thirds of all English schools, evaluating more than 600,000 children in the UK alone. The resulting data continues to fuel research, creating a cycle of evidence and application.

Embracing Science in Education

Lamb prompted Hulme to examine whether he sees a shift in how educators engage with research. “Mark Twain once quipped that everybody talks about the weather, but nobody does anything about it,” said Lamb. “I sometimes get the feeling that there are educators who talk about research, but do not necessarily dive in. But that seems to be shifting.”

Hulme agreed that the tide is turning. “Education has been slow to accept the importance of science,” he said. “But that’s changing. I often compare it to medicine where doctors apply scientific understanding of the body to treat patients. In the same way, education should apply psychological science to understand learning and improve teaching. We’d never accept a doctor prescribing a pill without evidence. Why would we accept untested methods in classrooms?”

Hulme sees a greater shift toward evidence-based practice as an encouraging sign in the education community today.

Education Across Contexts

International comparisons remain an interesting dynamic. Hulme noted that UK schools often face tighter budgets than their U.S. counterparts, but still manage strong outcomes. “On the whole, schools in England do a very good job and achieve great results with sometimes fewer resources than they deserve,” he observed.

The reality in the UK, he suggested, stresses a greater importance of using resources wisely and investing in what works, rather than overly relying on a particular tradition or ideology.

A Humble Path to Oxford

For all his academic stature, Hulme’s story is rooted in modest beginnings. The youngest of four boys, he grew up with a father who worked in a factory and a mother who cleaned houses. The family’s dinner table was filled with heated political debates that, he says, sharpened his verbal skills.

One memory still stands out. At age five, Hulme delivered shoes to a local cobbler. “The man looked at me and asked, ‘Charles, what is psychology?’ I said I had no idea. He told me it was the scientific study of the mind. Fifteen years later, I was studying psychology at university. That conversation never left me.” The story served as a reminder that seemingly small interactions and conversations can spark lifelong pursuits for everyone.

Why Accents Endure

Lamb pivoted to a lighter note, curiously inquiring why regional accents persist in an age of mass media. Hulme offered a scientific explanation.

“When babies learn language, they map the sounds they hear onto their own speech production,” he said. “Because language is social, children adopt the speech of the people around them, not the television [or media source]. That’s why accents (regional and even class-based) persist through generations.”

The Legacy of a Lifelong Pursuit

At the close of the conversation, Lamb reflected on Hulme’s years of impact. “At the top of the podcast, I called you a father of the science of reading,” he said. “How satisfying is that recognition for you?” Hulme paused. “I’m proud of the work I’ve done. I can look back and think, yes, that was a useful thing to have done in life. I’d like to think people are a bit better off as a result.”

It was a fitting synopsis for Lamb, a reminder that the science of reading is an ongoing, evolving pursuit based on decades of persistence by scholars like Hulme. Their collective work remains an essential component not only of literacy but also in enhancing the emotional realities and successful life outcomes of so many individuals.

Texas Schools Provide Hope and Help During Devastating Flood Aftermath

Thu, 31 Jul 2025 15:06:08 GMT

When floodwaters ravaged parts of South Central Texas earlier this summer, the tragedy extended far beyond the Guadalupe River. Lives were lost, communities shaken, and families displaced in what has become one of the region’s most devastating natural disasters. Strategos Partner Todd Dallas Lamb, host of the On the Clock education leadership podcast and a former U.S. Department of Education appointee, had the opportunity to sit down with Dr. John Craft, superintendent of Northside Independent School District (ISD) in San Antonio, Texas, for an on-the-ground perspective of response from the education community.

Together, they explored the remarkable nature of a school-wide effort forged in Texas, anchored by determination, collaboration, and a sense of community that permeates all aspects of people's lives. The collective response to the crisis demonstrates an underlying spirit of togetherness that is evident on the athletic field, in classrooms, and in future initiatives that support the long-term objectives of everyone in the community.

As Lamb pointed out, the river flood story resonated nationally, especially the heartbreaking knowledge of children being dropped off for summer camp—a tradition that many families can easily relate to with deep compassion. “It seems your schools have greatly stepped up to support displaced families,” said Lamb.

Immediately following the storm’s devastation, schools rose—not just as institutions of learning, but as vital centers of compassion, coordination, and support. “We're about 40 miles southeast [of the flooding],” said Dr. John Craft. “Many of the communities and school districts affected are in our regional service area, Region 20 . It's hit pretty close to home. We have families in our district and nearby that have all been impacted.”

For Craft and his colleagues across Texas, the question was never whether they would respond—but how quickly and how comprehensively.

The School as a Lifeline

Craft described the response from Texas educators as swift, unified, and deeply personal.

“That’s the great thing about the collegial power of superintendents—not only here in Region 20 and South Central Texas, but across the state,” said Craft. “In times of tragedy—Uvalde was another great example—we pull together.”

The response rippled well beyond thoughts and prayers. School counselors, many of whom were technically on summer break, volunteered without hesitation to provide grief and crisis counseling in affected towns such as Kerrville and Comfort.

“They have willingly volunteered—‘Tell us where we need to be,’ they said—and they’re working within communities as we speak,” said Craft. “The emotional recovery from this tragedy will take time, but our districts are united in providing help.”

Lamb contemplated the broader context, summing up the national reaction: “Across this country, we’re all Texans this week.” He noted how schools returning to their original purpose—as community anchors—reveal their essential role in times of need. “It seems to me that your schools are probably a resource for all manner of folks who have been displaced,” he said. “You’re getting back to the original concept of a school as a resource to the community, aren’t you?”

The Texas Spirit of Resilience

What fuels this kind of response? According to Craft, it’s a deeply ingrained culture and one born from generations of resilience and shared purpose.

“We are,” Craft affirmed, “a special breed of cat.”

As a seventh-generation Texan, he connects the educational response to crisis with a much larger ethos. “There’s an ingrained sense of community support—of pulling ourselves up by our bootstraps and completing a mission, however difficult. And this is definitely one of those times.”

Yet according to Craft, the culture of community doesn’t emerge overnight. In Texas, it plays out every week during football season, in school stadiums, music halls, and classrooms.

Friday Night Lights and Beyond

“When I’ve toured schools in Texas,” Lamb said, “you really get a sense of community. Even if your kid doesn’t play, people still go to those games.”

In Northside ISD, where 12 high schools field sports teams, community gathering isn’t reserved just for Friday nights. “We play Thursday, Friday, and Saturday,” Craft noted, “and it’s not just the athletes. It’s the bands, the choir that sings the national anthem, the cheerleaders, the dance teams.”

Even more than entertainment, these events form the backbone of a broader community structure and one that fosters leadership, collaboration, and personal growth.

“I played quarterback, free safety, and linebacker,” said Craft, reflecting on his own high school sports experience. “Athletics taught me about teamwork and overcoming odds. These are lessons I carried into coaching and now into my role as superintendent.”

He added, “Those skills—resilience, support, leadership—they're often taught outside the classroom. And they’re irreplaceable.”

Production Learning as a Launchpad

That same sense of opportunity extends into Northside ISD’s production learning programs. With the installation of large video boards at district stadiums, students in the Communication Arts magnet program are gaining hands-on experience in live event production that ranges from broadcasting to editing.

“There are so many careers in sports and entertainment,” said Craft. “These programs give students the chance to learn practical skills while still in high school—skills they might not gain until college or on the job.”

Lamb echoed the sentiment. “When my son played soccer, the game was student-led with student announcers, student statisticians, and student producers. What a great array of options you get just from a football game, where you don’t even have to put the pads on.”

Building the Future: Early College High School

This fall, Northside ISD is launching a new early college high school, demonstrating yet another example of how concrete initiatives back the district’s culture of community. “The intent,” Craft said, “is to provide students the opportunity to earn an associate degree upon graduation.”

Through a partnership with Alamo Colleges and Northwest Vista College , students will be able to graduate high school with up to 60 college credit hours, giving them a head start on postsecondary education—and saving families tens of thousands of dollars.

Craft is equally excited about the district’s collaboration with St. Mary’s University , which will fund graduate degrees for high school teachers in core subjects, allowing them to teach more dual-credit courses.

“My own kids took advantage of AP and dual credit,” Craft said. “It’s a tremendous benefit to families and gives students a leg up as they transition to college.”

A Culture of Community—Backed by Action

Far too often, the phrase “school community” is used without weight. Yet in Northside ISD and across Texas school districts, that community is a living, breathing force. Whether it’s answering the call during natural disasters, rallying behind Friday night games, mentoring students through media programs, or launching early college initiatives, the message is the same: real support correlates with real work.

“The first and foremost teacher of every student is their parent, grandparent, or guardian. Schools can’t succeed without that engagement—and we take that responsibility seriously,” emphasized Craft.

In the eyes of Dr. John Craft, leadership isn't about titles. It's about showing up, stepping up, and bringing others with you—especially when the stakes are high.

As Lamb concluded, “Our hearts go out to your community, Dr. Craft. From your lips to God’s ears—there will be brighter days ahead for South Central Texas.”

The Essential Role of Community Colleges in Workforce Development

Thu, 26 Jun 2025 18:20:47 GMT

Workforce development is a multifaceted concept that encompasses various intersecting elements to achieve successful outcomes. In a world that is accelerating in technology advancements, including AI, providing training that is nimble and multi-applicable becomes a nuanced and ever-challenging affair. Federal, state, local businesses, and educational efforts play important roles in achieving sustainable training that enables learners of all ages to pursue successful career pathways.

As new planning and advancements increase, it’s essential not to overlook the already established institutions of community colleges and the workforce development opportunities they provide. Instead of overextending energy on reinventing the wheel, community colleges represent existing learning centers of unlocked potential with real opportunities for growth and development. Like well-dispersed metaphorical educational training motels sprinkled across the U.S. landscape, their neon welcome signs are calling out for more attention.

According to the Center for American Progress (CAP), over 1,000 community colleges exist throughout the United States, serving approximately 44% of the undergraduate population through general education courses. “Flexible offerings, relatively affordable tuition, and a focus on fostering workforce development provide students opportunities to bridge the skills gap in high-demand local industries,” cites the CAP analysis. The true upside of community colleges is that they provide opportunities to many underserved, financially challenged, and even adult learners looking to grow or reshape their career pathways. Whether acting as a springboard into 4-year programs for further study or providing credentials and training for industry-specific job placement, community colleges offer a wide range of opportunities.

Governors on Board

At the April 2025 State and Territory Addresses , many governors emphasized the importance of postsecondary education, particularly community colleges, in enhancing economic mobility for residents of their states. Affordability and greater workforce development opportunities for a wider range of individuals were evident in their addresses and actions.

Idaho Governor Brad Little lauded his state’s LAUNCH program , covering up to 80% of fees and tuition for students pursuing education or training after high school. The results showed an increase of over 15% in community college attendance in the past year, encouraging many more students to consider training that they may not have previously sought out. In Illinois, J.B. Pritzker highlighted initiatives such as the Huskie Pledge and Illinois Promise that directly impact public universities and community colleges. More recently, Pritzker signed legislation in Bill 5464, which requires State public universities and community colleges to develop and implement plans and practices to increase access, retention, completion, and student loan repayment rates for a greater number of underserved students.

Colorado Governor Jared Polis highlighted a commitment to the Colorado Promise program to expand higher education and workforce training opportunities. In partnership with Colorado Community College System (CCCS), he recently celebrated the signing of a new bill that expands community college commitments and workforce training advancements. Part of the bill allocates $26.6 million to support low-income students, often those seeking community college education. In South Carolina, Governor Henry McMaster is requesting lottery funds for workforce scholarships through the state's technical college system. These efforts represent a few examples of what many governors across the states are doing to expand workforce development, with community colleges playing a key role in the process.

Apprenticeships and Federal Movement

Apprenticeships are at the core of workforce development discussions, prompting the recent executive order, "Preparing Americans for High-Paying Skilled Trade Jobs of the Future ," to take shape. It has directed the Departments of Labor, Education, and Commerce to review all federal workforce programs, including WIOA and community college partnerships, within 90 days and establish a goal of adding 1 million registered apprenticeships annually to accelerate efforts toward workforce development. Additionally, the Senate recently reopened discussions on extending Pell eligibility to short-term credential programs. If it passes, community colleges in particular would see a significant upside in funding potential, as “hundreds of thousands more students a year” would become eligible who were previously not, according to Inside Higher Ed .

While promising signs exist, a cautionary tale also emerges as less restrictive Pell authorization opens the floodgates for private nonprofit short-term credential programs and other for-profit entities to encroach on the community college market, highlights Inside Higher Ed. Additionally, there are discrepancies between the executive order's scope and the House’s overall spending bill, which eliminates funding for certain programs. “The left hand doesn’t know what the right hand is doing here,” said an advocate for community college expansion. Mixed signals complicate long-term planning for institutions and employers, underscoring the need for greater coordination between policy measures to express a unified advancement of future on-the-ground implementation.

Community College Future Positioning

Undoubtedly, community colleges are uniquely positioned to deliver job-ready skills at scale, bolstered by flexible schedules, employer-informed programs, and deep community ties . But without consistent investment, policy clarity, and infrastructural support, their potential remains underleveraged. Like many planning objectives, clear and unambiguous rules of participation are necessary at all levels. Executive orders and funding streams offer promise. Yet states and institutions must build trusting relationships with business, labor, and civic partners. Only through this ecosystem can training translate into real opportunity.

It’s essential to remind ourselves that community colleges presently play a central role in modern workforce strategies, providing practical training, upskilling incumbent workers, reskilling communities, and driving economic mobility. For policymakers and stakeholders navigating the complexities of workforce development through WIOA, industrial strategy, and apprenticeships, community colleges offer a dependable and scalable path forward. Rather than relying too heavily on newly developed methods and players, community colleges are established entities with processes in place to support increased backing. The challenge lies in aligning vision with sustained investment and partnerships, ensuring these institutions can transform policy into opportunities.

The Integral Role of Online Learning in a Shifting Higher Ed Environment

Thu, 24 Apr 2025 16:06:09 GMT

Amid a litany of recent challenges to the higher education environment, online learning may very well resemble a green oasis of future growth and opportunity. Once a peripheral option, online learning is transitioning to a more integral and necessary component of academic offerings. Since its inception in 2000, the online learning market has grown by nearly 900% , with projected revenues reaching $203.81 billion in 2025, according to Statista . As higher ed encounters declining enrollments and financial constraints, online education is becoming an important strategic partner, offering flexibility and alternative pathways to attract a diverse student population with options.

Enrollment Challenges and Financial Pressures

Colleges and universities face a “ demographic cliff, ” with the number of high school graduates projected to decline due to lower birth rates following the end of 2007 into the 2008 recession. It’s a shift that intensifies competition among institutions for a shrinking pool of traditional students, prompting a reevaluation of recruitment and retention strategies.

Financially, many institutions rely on online programs not only to attract students but also to subsidize other operations. A survey by Eduventures revealed that 83% of online programs cost students as much or more than in-person courses, with about a quarter of institutions adding a "distance learning" fee. The pricing strategy often surprises students who anticipate lower costs due to the absence of physical infrastructure. After all, pricing and convenience are the very things that piqued many students’ initial interest in seeking online learning as a viable option in the first place.

The Realities of Online Learning

Undoubtedly, one of the main attractions of online education is the flexibility of offerings that help students balance coursework with work, lifestyle, family, and other responsibilities. It’s a particularly appealing modality to non-traditional students, including working adults who require adaptable schedules.

However, the successful growth of online learning faces several key challenges. Students often report a diminished sense of belonging compared to their in-person peers. Inside Higher Ed's Student Voice survey highlighted that online-only students' sense of community lags behind traditional students. As a result, institutions are gravitating toward enhancing virtual engagement strategies and support services to foster connection and community among online learners.

Cost Considerations and Student Expectations

Despite the assumption that online courses should be more affordable, the reality is complex. As previously stated and accentuated in the Eduventures survey , online programs often match or exceed the cost of their in-person counterparts. Yet, it’s not all a rob Peter to pay Paul scenario. Factors contributing to this include investments in technology, course development, and student support services specifically tailored for the online environment.

Students' perceptions also contribute to the complexity. A New America survey found that 80% of Americans believe online learning should cost less than in-person programs. The discrepancy between expectation and reality underscores the need for transparent communication about the value and costs associated with online education.

Online Learning as a Complementary Pathway

Sometimes, there is a fear that online education is out to replace traditional models. The either/or principle and comparative battle can become part of the problem. Instead of viewing online education as replacing traditional learning, many institutions are increasing efforts around a complementary pathway. Combining online and in-person instruction, hybrid models are gaining traction and applicability as they offer students the benefits of both modalities.

Community colleges, particularly, have seen sustained interest in online classes post-pandemic. In California, more than 40% of community college courses are entirely online , catering to students with diverse needs. It’s a trend that reflects a broader shift toward integrating online options to enhance accessibility and accommodate varying student circumstances.

Expanding Opportunities Through Online Education

Access emerges as a critical plus to online learning expansion, particularly for students in remote areas without nearby options or those unable to attend traditional classes due to personal or professional commitments. It also opens doors for lifelong learning opportunities, allowing individuals to upskill or reskill in response to changing job markets.

For today’s younger students focused on time commitment and ROI, online programs serve as a bridge for those hesitant about committing to a full degree program. Short-term certificates and microcredentials offered online provide opportunities to gain specific skills and explore fields of interest without the time and financial investment of a traditional degree.

The Need for Institutional Adaptation

As online learning inevitably expands and becomes more integral to higher education, institutions will contend with increased attention and resources toward the evolving needs of differing student offerings. A shift in commitment includes investing in robust digital infrastructure, AI advancements , training faculty for effective online instruction, and developing comprehensive support systems to ensure student success. Adaptation will also accentuate the need for knowledgeable guidance expertise that understands the complexities of higher education’s ecosystem, which is broadening opportunities with private partnerships.

Added to the list of adaptive measures, institutions will continue to address the perception and reality of online education quality . Ensuring rigorous academic standards and providing clear information about program outcomes will be an ongoing process to build trust and demonstrate the value of online offerings.

Supportive Structure to the Future of Higher Ed

In a rapidly expanding tech-driven world, online learning remains vital to higher education's future, offering flexible, accessible, and diverse pathways for students they wish to attract. While challenges persist, particularly regarding cost perceptions and student engagement, concerted integration of online education alongside traditional models presents an opportunity to reimagine and strengthen the evolution of the higher education landscape.

As institutions navigate demographic shifts and financial pressures, embracing online learning not as a substitute but as a strategic partner has the potential to enhance institutional resilience and expand opportunities for learners across the spectrum. In an almost ironic sense, it may provide the very needed support that helps maintain traditional learning environments and institutional structures well into the future.

Right Message, Right Educator, Right Time: The Formula for Education Marketing Success

Thu, 27 Feb 2025 15:37:12 GMT

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.

Davis and Carvalho on education leadership, accountability, and breaking barriers

Thu, 27 Feb 2025 15:31:54 GMT

" 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

Thu, 30 Jan 2025 20:00:57 GMT

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

The adaptation, growth, and potential of Career and Technical Education (CTE) is an intriguing storyline worth paying attention to in 2025. The popularity among high school students enrolling in CTE programs (8 out of 10) indicates a general awareness that CTE-related coursework correlates with future opportunities and technology advancements, including AI, that will play a substantial role in tomorrow’s work environments. Gone are the days when CTE represented an alternative-only vocational pathway. Today, CTE could be considered the “opportunity mechanism” for all students regardless of pursuits. Whether an individual is seeking a job placement straight out of high school or furthering career pathway exploration and expanding in community college and university environments, CTE’s application is far-reaching in possibilities and connective relevance.

Historical Evolution

In some respects, vocational labeling dates back to the Smith-Hughes National Vocational Education Act of 1917. At that time, the original federal aid program provided states vocational education in agricultural and industrial trades that were in high demand. It formed a strictly defined “other” pathway that funneled and labeled those to vocational tracks in contrast to academics. The Carl D. Perkins Vocational and Technical Education Act (Perkins Act) followed, gaining momentum in 2006 and further augmented in 2018 to redefine more modern needs. Swapping vocational for career and technical education, present-day Perkins V sets aside approximately $1.4 billion in federal aid with additional state funding to build out a vast array of programs.

Modern CTE comprises many career areas in 16 career clusters that apply to high-demand jobs, from Health Sciences and Information Technology to Manufacturing and Agriculture. It concentrates on hands-on skills that involve specialized learning that is flexible in application. CTE is taught in middle, high, and higher education environments, often in community colleges, which can lead to certification.

Trade pursuits are still a strong component of CTE learning, but today, it includes a hefty dose of emerging technologies. As a result, CTE is undergoing a transformation driven by fast-evolving technologies, workforce demands, and the need to fill equity gaps. As schools and institutions recalibrate to prepare students for tomorrow’s jobs, CTE programs are becoming blinking welcome signs of possibilities screaming for attention. With nearly 12 million high school and post-secondary students enrolled in CTE programs annually, the potential to bridge the skills gap and offer equitable career pathways has never been more evident.

AI Innovations Reshaping CTE

The CTE landscape is quickly adapting to the accelerated demands of an increasingly digital and automated world. For instance, it’s hard not to ignore the recent news of a proposed five-year, $500 billion investment in Stargate AI as an indicator of tech advancement requiring CTE-related skill sets. According to the Associated Press , the partnership includes OpenAI, Oracle, and SoftBank as key players in an initial $100 billion investment to build Texas data centers and electrical facilities. Outside of the immediate job openings necessary, this incredibly large investment in AI advancement points to a growing trend in AI that will inevitably shift how CTE programs are developed. According to eSchool News , these trends of cutting-edge technologies will mix with the expansion of work-based learning opportunities with student equity at the forefront to shape the future of CTE.

Emerging fields like AI and robotics are entering CTE curricula. Schools are realigning their programs to reflect industry needs, offering students hands-on experience with contemporary tools and technologies that prepare them for in-demand careers. At the same time, work-based learning initiatives, such as internships and apprenticeships, are expanding to provide real-world application of classroom concepts. These opportunities are critical for students to develop practical skills and build professional networks, enhancing transitions into the workforce.

Changes and Challenges

CTE is a complex weave already experiencing AI's effect on changing the cluster framework of programming in 2025. Many obstacles exist in determining whether or not implementation can keep up with the fast demands of rapidly evolving work environments. As the advocacy organization Advance CTE and the not-for-profit Bipartisan Policy Center suggest, additional federal funding will be necessary to ensure programs evolve successfully, including areas within states with less established programs and access to specialized teachers.

Attracting and retaining skilled instructors will remain a significant challenge for all programs. Innovative strategies that offer competitive salary solutions, create more mentorship programs, and provide ongoing professional development are part of the mix. Taking advantage of Grow Your Own (GYO) initiatives represents a solution that encourages industry professionals to enter the teaching field of CTE through subsidized certification programs.

The value of CTE lies in its ability to connect education with the future of work. It offers students opportunities to explore careers, gain practical experience, and earn industry-recognized credentials. CTE directly links learning to employment, which today’s students crave, and industries need. It also addresses equity challenges, ensuring students from all backgrounds and financial situations have access to high-quality training. These programs are no longer just an alternative to traditional academic pathways but a complementary approach that enhances graduation rates , student outcomes, future employment opportunities, and hopeful exploration.

As the world of technology accelerates, CTE programs will continue to find themselves at the epicenter of this fast-moving change. How the education ecosystem and funding mechanisms respond will determine the fruitfulness of future programming and the far-reaching benefits they intrinsically contain.

Mon, 23 Dec 2024 16:11:07 GMT

The Importance of Prevention Education and Healthy Relationship Building

As school safety measures intensify nationally, federal, state, and community organizations are increasing their efforts to provide preventative solutions with greater mental health services attached. The federal government recently released an additional $70 million to expand school-based mental health services while states are individually modeling school safety programs with mental health identifiers and services. Yet, beyond the threat of school shooting prevention lies a crisis of behavioral concerns, from verbal and physical threats to unattended emotional issues that are affecting school communities as a whole.

Tackling the root causes of behavioral and emotional wellbeing could be as integral to student growth and success as adopting well-structured academic programs. Quality, well-implemented programming provides students with the foundational skills necessary as they grow into adulthood. Prevention education represents a supportive element of the emotional learning process.

Prevention strategies examine interpersonal relationships and societal factors that can lead to physical violence and psychological abuse to prevent them before they occur. Students are given tools to identify and understand healthy relationship dynamics and the telltale signs of the dangers of unhealthy bonding. According to the Centers for Disease Control and Prevention (CDC), intimate partner violence affects over 61 million women and 53 million men in their lifetime, taking root in the teenage years .

To better understand prevention efforts, Strategos Group’s Partner and former White House appointee to the U.S. Department of Education, Todd Dallas Lamb, interviewed Julie Myers, CEO of the One Love Foundation . During Lamb’s On the Clock podcast, they discussed relationship abuse prevention, centered on the story of Yeardley Love, a University of Virginia lacrosse player tragically murdered by her ex-boyfriend. The 2010 tragedy became national news and led to today’s efforts by the foundation to educate on the warning signs.

As Yeardley Love’s lacrosse coach, Myers recalled the hidden hardships that Yeardley carried trying to navigate the abusive relationship as a college student. Although she had broken up with her boyfriend, studies now show the heightened dangers of post-relationship situations. “We didn't realize that many of the behaviors that Yeardley was experiencing were [draining] her life. The manipulation and his control were building toward violence for months and months. We didn't realize it until it was too late,” she recalled.

Yeardley’s death initiated the formation of The One Love Foundation, founded by Yeardley's mother and sister, which focuses on educating young people about healthy and unhealthy relationship behaviors through workshops and resources. Recognizing and addressing relationship abuse across demographics remains an emphasis of the foundation's mission. “How big of a problem is relationship abuse in America?” asked Lamb. “At first, it was thought domestic violence was with married individuals with kids and financial problems and struggles. We now recognize that domestic violence and relationship abuse live in the 18 to 24-year-old age group. It’s so prevalent. High school and college is a super vulnerable spot,” said Myers.

From the beginning, Yeardley’s mother, Sharon, emphasized greater active awareness of the vulnerabilities, the age affected, and the need to begin the process as early as possible. What started in college soon filtered down to high school and middle school environments. “We have 16 different workshops with seven different learning objectives. We create any lesson plan for middle or high school classes, whether 40 minutes or an hour. We have all kinds of objectives and lesson wizards that help teachers generate them. Prevention education is our huge focus,” said Myers.

Myers’ role is to carry forward Sharon’s vision of providing educational materials that are accessible to everyone. No one should be hindered from learning and recognizing the signs of unhealthy relationships because of affordability. “One of my missions as the CEO is to keep this machine of One Love and this content going,” added Myers. “How do we keep adding to the content, our team, and outreach - and keep it all free?”

As Myers explained in the podcast, Yeardley’s legacy is one of love and appreciation for others. She always brought joy and comfort and was the first to make people feel included. This spirit of inclusion matters most to One Love’s mission. While some school safety measures concentrate on perpetrator identifiers as a chief objective, prevention programs that build ownership and agency for all students to gain awareness can make a tremendous difference. For young people venturing into adulthood, recognizing healthy and unhealthy relationships will remain crucial to their journeys. The One Love Foundation represents a dedicated player in a field of other resources stepping up to the plate with widespread awareness as the ultimate goal.

To hear more from this enlightening Todd Dallas Lamb and Julie Myers interview, head on over to On the Clock , part of the Strategos Podcast Network (SPN).

Prioritizing Food Insecurity Solutions for Health and Learning

Wed, 27 Nov 2024 19:28:34 GMT

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.

Moving Literacy to the Center of National Awareness

Wed, 30 Oct 2024 21:01:52 GMT

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

Wed, 25 Sep 2024 21:19:46 GMT

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 urban education.

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

Fri, 20 Sep 2024 14:19:53 GMT

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.

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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.

Navigating the Post-ESSER Era: Strategic Decisions for Education Leaders

Tue, 17 Sep 2024 15:42:15 GMT

Navigating the Post-ESSER Era: Strategic Decisions for Education Leaders

As the pandemic funding from the Elementary and Secondary School Emergency Relief (ESSER) program approaches its conclusion, education leaders face a critical juncture. Doug Mesecar, an experienced education policy expert and Partner at the Strategos Group, has provided valuable insights into the strategic planning required to navigate this transition. His perspective offers a roadmap for how school districts and state education agencies can effectively manage the winding down of ESSER funds while maintaining educational quality and addressing ongoing challenges.

The Reality of the Fiscal Cliff

The term "fiscal cliff" has been widely used to describe the impending end of ESSER funds, creating a sense of impending financial disaster for many districts. However, Mesecar emphasizes that while there will undoubtedly be an impact, it is not as catastrophic as some fear. The key, he suggests, lies in careful planning and strategic allocation of resources. Districts should focus on maximizing the remaining funds and planning for a sustainable future.

Understanding Obligations and Liquidations

A critical aspect of managing the end of ESSER funding is understanding the federal terms "obligation" and "liquidation." Obligations refer to committing funds to a contract, while liquidation involves the actual expenditure of these funds. Mesecar highlights that while the September 30th deadline for obligations looms, districts still have until the end of January of the following year to liquidate these funds. This timeline offers districts a buffer, but also necessitates careful planning to avoid losing unspent funds.

Addressing Spending Disparities

One of the challenges identified by Mesecar is the disparity in spending down stimulus funding across states and districts. Some states and districts have not spent their ESSER allocations nearly fast enough, raising concerns about their ability to fully utilize these funds before the deadlines. Mesecar points out that the reasons for these disparities vary, ranging from delays in reporting to challenges in managing large influxes of funds. For districts with significant unspent funds, the focus should now be on accelerating spending in meaningful ways that align with strategic priorities.

Strategic Priorities for the Future

As districts transition from ESSER, Mesecar advises them to focus on sustainable initiatives that can continue beyond the life of the federal funds. Investments in areas such as mental health, tutoring, and curriculum have been significant during the pandemic and should remain priorities. However, the challenge lies in sustaining these initiatives without the ESSER safety net. This requires districts to be innovative and strategic in their use of remaining funds, ensuring that investments made today will have a lasting impact.

Sustaining Investments Through Innovation

One of the strategies Mesecar suggests is the concept of forward funding, where districts can obligate funds for multi-year contracts that extend beyond the ESSER timeline. While this approach carries some risk, it allows districts to sustain critical initiatives by ensuring that they are funded even after ESSER funds have been exhausted. Additionally, districts should consider seeking a state waiver for late liquidation, which can extend the timeline for spending beyond the current liquidation deadlines.

Leveraging Data for Accountability

In the post-ESSER world, accountability for how funds are spent will be more critical than ever. Mesecar highlights the importance of data analytics and reporting tools in demonstrating the effectiveness of investments made with both ESSER funds and “regular” funding. Districts will need to show clear evidence of the impact of their spending, particularly as they seek to justify continued funding for critical programs. This focus on ROI (Return on Investment) will be essential in building the case for sustained investment in education initiatives.

The Broader Funding Landscape

Despite the end of ESSER, Mesecar notes that the overall funding landscape for education remains relatively stable. Also, while the ESSER funding was a significant amount, it pales in comparison to the $800 billion spent annually on K-12 education when combining state, local, and federal title funding. Federal funding, while not increasing significantly, has not seen cuts, and state budgets are generally holding up well. This stability provides a foundation for districts to build on, but it also means that they must be strategic in how they allocate their resources.

Conclusion: A Manageable Transition

The end of ESSER funding presents challenges, but it also offers an opportunity for districts to reassess their priorities and strategies. By focusing on sustainable investments, leveraging data for accountability, and being innovative in their use of remaining funds, districts can navigate the end of ESSER funding successfully. As Mesecar suggests, the key is not to see this as a cliff but as a manageable transition into a new phase of education funding.

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ESSER Ending Is Not the End of the World for The Education Market

Fri, 09 Feb 2024 21:39:40 GMT

As the third installment of the Elementary and Secondary School Emergency Relief Fund ( ESSER ) federal COVID-19 emergency funding approaches its inevitable end in September 2024, warnings of districts facing a fiscal cliff have many education organizations thinking defensively, waiting to see how things might develop. Some are hesitant and worried about what they perceive to be a massive downward trend in available resources for their products and services.

Yet, this soon-approaching finish line for ESSER does not mean the world is ending for the education market. But it does mean staying well-informed of the shifting landscape is critically important. In a resource-constrained environment, finding the right districts and states with the needs and resources for services becomes a strategic advantage. After all, the challenges exacerbated by the pandemic aren’t going away, and effective solutions to pressing problems are more necessary than ever. The path to revenue starts with a plan, not panic; rather than calling the end of ESSER a funding cliff, let’s call it more of a slope, and it doesn’t mean the ride is over.

A Strategic Guide

There’s no escaping the reality of the challenges facing an education market on the precipice of change. Understanding the changing market dynamics of funding and policy can allow education organizations to not only survive – but to thrive. Strategic alignment of solutions to those who need them most will yield success.

There is a vast ocean of opportunity across the 50 states and nearly 13,500 school districts , but knowing where to look, what to look for, and how to engage is even more important now that the winds are shifting. While there isn’t a hurricane a-brewing, the waters are certainly getting choppier and do not allow for indiscriminate and wasted efforts. In the education space, rather than relying on casting haphazardly and hoping for interest, a strategic approach to what states and districts are looking for can dramatically increase the odds of finding the right solution for the right challenge at the right time.

Post-COVID Landscape

States and districts post-COVID face deepening challenges ranging from catching up on learning loss to mental health challenges and chronic absenteeism. Teacher shortages, which is a worsening problem, have intensified to even higher levels . Leadership has begun to examine what specific expenditures are working and what are less effective in addressing pressing issues. This urgent focus on effectiveness is twinned with a need to re-imagine the future of education. Simply re-creating the systems and procedures that existed before the pandemic will be a recipe for continued stagnation and inequitable outcomes.

Those in the market who can speak to immediate problems and future-driven solutions that address a variety of school, teacher, and student needs position themselves to grab the attention of decision-makers. Though the ending of ESSER certainly creates constraints, there is no reason why efforts that started with ESSER funding cannot be funded with state and local money or even other federal programs moving forward. Incidentally, there still is ESSER money out there that has yet to be spent: there is roughly $60 billion of extra money to obligate and spend by September 2024. It equates to a per-month obligation and spend of nearly $6 billion per month for the remainder of the 2023-24 school year.

The Money Line

ESSER's ending gives an inflated illusion of a drastic funding falloff. To put ESSER funding into perspective, its add-on effect pales to the over $800 billion per year spent on K-12 education in the U.S. when combining local, state, and federal funding sources. Admittedly, of that combined total, roughly 80% is for staffing-related expenses. But that still leaves nearly 20% – or $160 billion – for products and services to address priority needs.

Considering the entire context of $800 billion spent annually or $80 billion monthly over a school year, ESSER represents less than 10% of that amount. ESSER stoppage will have an impact, but funding is not falling off a cliff. While state and local government budgets may remain relatively flat, existing resources should continue to be steady as the economies of most states and communities remain relatively strong. Now is not the time to sit back or forego thoughtful planning but to strategize and lean forward.

It’s also important to recognize that federal government funding of U.S. K-12 represents 10.5% of all K-12 funding. That leaves close to 90% allocated from state and local government resources. In other words, even with less add-on federal money in the till, states and local municipalities are the overwhelming funding sources for education and are likely (especially in an election year for most of the country) to stay healthy.

State and Local Realities

According to an Education Resource Strategies (ERS) report, ESSER funding evaporating will affect states differently. States with high levels of students in poverty, for instance, may feel the most impact. While a Congressional extension of the deadline for ESSER is off the table, the U.S. Department of Education is providing some flexibility around forward-funding contracts and late liquidation . In the end, though, states can play the key role in elongating funding.

Some state legislatures have considered enacting laws that give districts more time to spread state and local funds over several years to cushion the ending of ESSER (which some districts have already done where legislation wasn’t needed). This approach gives school districts more time to implement solutions addressing their critical needs while creating financially sustainable plans to navigate the ending of ESSER successfully.

Knowing which states are working to soften the ESSER landing can help focus efforts on those most active in addressing pressing challenges.

Time to Act

Instead of choosing to either wait or flail about during the inevitable shifts resulting from ESSER ending, now is the time to strategically analyze, map, and hone in on the changes occurring in districts and states. Rather than spending time, energy, and resources on casting a wide net and hoping to catch interest, could a more tailored, strategic guide heighten the chances of success?

Knowing where to go and what states and districts are genuinely looking for can make all the difference — not just in ESSER’s final year but over the long haul of providing sustainable options well into the future.

About the author:

Doug Mesecar is a Partner at Strategos Group and a former EdTech Senior Executive & U.S. Department of Education Deputy Chief of Staff. Doug ranks among the small number of education consultants who have worked as an education policymaker, entrepreneur, and executive in the private sector. He has built a track record of success with deep knowledge about what drives the K-12 market, from the economic buyer to the everyday user.

Nicholas Mortellaro Promoted to Director of Strategy & Market Advancement

Mon, 15 May 2023 16:55:01 GMT

TAMPA, Fla . , May 15, 2023 – Strategos Group is pleased to announce the promotion of Nicholas Mortellaro to Director of Strategy and Market Advancement.

Mortellaro has been a valuable team member since 2017 when he joined the firm as a legislative intern, and he has consistently demonstrated exceptional performance, dedication, and leadership in each position he's held.

“The career compounding I’ve experienced at Strategos throughout the last five years has been rewarding in many ways. I look forward to continuing this journey while continuing to grow our incredible organization," Mortellaro said of the promotion.

Strategos Group's Managing Partner Adam Giery said, "Nick's arrival to a nascent Strategos with big desires and needs created a landscape for experimentation. The successes, failures, laughter, and exhaustion forged a resilient leader with diverse capabilities."

As Market Analytics and Strategy Manager, Mortellaro made significant contributions to the growth and success of the firm by employing high-value business development initiatives resulting in revenue growth through lead generation and sales enablement.

As Director of Strategy and Market Advancement, Mortellaro will focus on the policy and market dynamics that influence education, healthcare, and technology companies. He will leverage the power of data analytics to advance organizations by innovating the systems and processes that drive revenue growth and client success.

He holds a bachelor’s degree in political science and a Masters of Applied American Politics and Policy from Florida State University.

Please join us in congratulating Mortellaro on this well-deserved promotion. We look forward to the continued success of Strategos Group with him in this key leadership role.

About Strategos Group

Founded in 2011, Strategos is a national consultancy comprised of former state education commissioners, legislators, White House appointees, and recognized business leaders advising Fortune 500 companies, nonprofits, startups, philanthropy and private equity. Strategos Group operates at the national, state and local levels with offices in Arkansas, Florida, Idaho, Maryland, Tennessee, Texas and Washington, D.C.

The Visionary Role of Superintendents

Thu, 26 Jan 2023 17:57:32 GMT

Today’s superintendent encompasses more than just managing the levers of education within a state. These leaders aspire to improve student achievement, acting as advocates, confidants, and experts to provide positive change.

As senior leaders, state school chiefs must remain focused on the big picture while managing day-to-day operations of district needs working closely with legislators and school board members to allocate state budgets properly. More than ever, these leaders are entrusted with promoting the vision and values shared with all stakeholders of their states while sustaining student success as their Northstar.

Strategos Group Partner Tom Luna sat down with Kirsten Baesler, the State Superintendent of North Dakota , at the most recent ExcelinEd conference to learn how she is shaping the future outlook of education in her state.

Below are some key takeaways from Tom’s interview as part of his Swimming Upstream series . Tom explores the topics of working with the state’s governor, promoting innovations, propelling early childhood learning, and Baesler’s new additional role as president of the Council of Chief State School Officers (CCSSO)—a position Tom himself once held.

Tom Luna: We're at the ExcelinEd conference, and today, my good friend, Kirsten Baesler, the State Superintendent of North Dakota over the last 10 years, is here with me.

Many State Superintendents are appointed, yet just over a dozen states elect their state superintendents, and Kirsten’s state of North Dakota is one of them. You were recently reelected to your position in the pandemic period of 2020. Would you mind sharing your opinion on the elective process?

Kirsten Baesler: Running a campaign while also running an agency is never fun, but I prefer the route of an election. It allows the state superintendent to keep education front and center. I've had great relationships with Governor Jack Dalrymple and now with Governor Doug Burgum, always remaining on the same page.

Governor Burghum is an entrepreneur and successful businessman who brought business technology into North Dakota. He realizes the importance of education and is passionate about innovation and ensuring that we have 21st century schools for our students and preparing them for their future.

It is tremendously helpful when you can work with your legislature and your executive branch, your governor. But you know, there are times when education is not the priority in legislative sessions. The governor has to do other things as part of compromising and governing, giving chips up to get things done.

In contrast, I never have to do that. I don't have to give up chips of K-12 education to get something else done. The governors I’ve served appreciate that I can keep the main thing running and do what they need to do.

Goals and Inputs

Luna: You didn't run to be state superintendent just to maintain the status quo. Let's talk about swimming upstream from the status quo to accomplish great things in North Dakota.

Baesler: Before being the state superintendent, I held many positions. I was a classroom teacher and building principal and worked on district-level leadership. I was the president of a school district directly across from the district I was employed. I served on that board for nine years and was president for seven years.

I saw my school board, teachers, principal colleagues, and family and friends all wanting our public schools to do things differently. Again, autonomy and flexibility to be creative and meet the needs of individual students stood out.

I remember one late night in my first month of appointment at the Capitol, saying to myself, “This is a four-year gig with no guarantee of being reelected, so what do I want to accomplish?”

As an analogy, I knew I wanted to move the ball down the field and not just rip up the turf while I was here. So I wrote down three things I wanted to accomplish: 1. To provide creativity, flexibility, and autonomy in our schools through policy. 2. Invest more in early childhood education, and 3. Close the gap for our Native American students and our students living in poverty. Those were my three big, audacious goals, and that's what we've set about working to do.

There are many inputs to accomplish goals—the advancement of computer science, career and technical education, and accountability are factors. As a building leader, you can make curriculum choices and schedule changes. Your levers are different at the state.

How do you incentivize? How do you create opportunities? How do you create expectations of accountability? We're building a new accountability system of Choice Ready , investing, partnering with our health and human services agency, and working with our legislature and governor.

Innovations and Change

Luna: Let's talk specifically about the changes underway. When you talk about innovation, the pandemic disruption in schools activated unforeseen opportunities. By tapping into ingenuity and creativity, you're allowing schools and districts the license to be innovative. Talk about taking advantage of changes and the results.

Baesler: We were fortunate because, in 2015, we passed Senate Bill 2186 , which essentially allowed the state superintendent to waive any piece of the statute in the chapter of K-12 education. It allowed our school districts to say, “You know, some things are standing in the way of what we want to do for kids in our building and district.”

Six schools took hold of it, began doing things quite differently, and thrived. The schools increased student agency, moved away from the Bell system, and we’ve created a continuum of learning. I believe we are the first state in the nation that doesn't force their school districts to back map personalized learning into a Carnegie unit credit. So we've identified a learning continuum.

Luna: Is it a mastery approach?

Baesler: It's mastery vs. seat time. These kids were fluid in their learning journey. Being fluid in the brick-and-mortar building also allowed them to be fluid in their virtual learning. We're using a mastery transcript to measure, and our universities are on board, accepting all sorts of different-looking track transcripts.

Luna: That's a huge accomplishment. There are a lot of conversations about mastery-based and awarding credits based on work experiences. Yet, universities must accept those experiences, or parents will push back and choose the old-fashioned way to get their children into college.

Baesler: We have that assurance from our university system, our private colleges in North Dakota, and even some across Minnesota. We have passed the Learn Everywhere Bill . If a law stands in the way of a local school district, they can come to me with something different and provide evidence of student betterment. Our kids are getting credit for Learn Everywhere internships, Boy Scout and Eagle Scout projects, and other programs.

Learning occurs everywhere. It's more than just Monday through Friday, eight to four, in a school building. We recognize that, and our university systems are accepting the transcripts.

Students are taking ownership. For example, I visited with a girl (senior) from Northern Cass school just two weeks ago who realized she hadn't mastered geometry the way she wanted and is back and redoing her study. Northern High School's policy is that your transcript isn't final until you walk across the stage on graduation, and this student decided on her own to relearn before graduation.

Luna: That plays into ownership inside education. She recognized a need, and the opportunity was there for her to address it.

Baesler: Yes, but it's a scary thing. Building leaders must be courageous and trust to create student agency in this way. We created a portrait of a graduate, set the expectations, and trusted our local school leaders. But local school leaders must remain vigilant because some parents who have been successful in the traditional school are hesitant when they see their children experiencing school differently.

School leaders must work with their board for a different way of funding and prioritizing other mechanisms in their local school budget. They must also communicate with parents to demonstrate it’s a good thing. Parents will ask about getting their kids into top schools. So, constant community backing is essential to swimming upstream.

Luna: I’ve noticed that most people want education to do better, but if it doesn't look exactly like it was when they went to school 20 to 30 years ago, some get nervous.

Baesler: Yes, we saw that, especially early in the process. Initially, the community embraced different learning for this century. But it became real when the students were not bringing home certain homework and not on a bell schedule. So, that's where leadership matters to be courageous and bring your community along with you.

Early Childhood Literacy

Luna: Literacy has been a big focus of the conference, with amazing conversations about the importance of kids' reading and what we can improve with the science of reading . Let's talk about your work in early literacy, which is very important to you. You’ve seen great results with Waterford and other programs.

Baesler: We were successful in passing some legislation that requires the science of reading. We have yet to get so far as to prohibit three queueing, but the point was to ensure it's implemented. Banning something isn't necessarily the answer. Implementation and training are essential.

Investing in early learning and literacy, from zero to five, is critical. Waterford was amazing because we have rural, isolated schools like some other states. I have 129 school districts that are 100 miles away from the nearest McDonald's or Starbucks. Also, there is a small supply of Montessori schools or preschools. So, it comes down to engaging families.

I liked Waterford and Upstart because of the family piece. It engages the parents in the home, and the parents know what to look for—the academic language to use with their child, which is essential to create that bridge and trust between home and school. Unless we do this with our families and strengthen that bridge between school and home, we'll be swimming upstream forever, and we don't want to do that. That's tiring.

CCSSO Leadership

Luna: You're now the president of CCSSO , and for people to understand, that's kind of the National Governors Association, but for the 50 state chiefs. I remember years ago when I was in office and attending a CCSSO conference, and you were a brand new state chief. We were in a session, and you stood up and said, “You know, I've been here for a good part of a day, and I haven't heard one person talk about a child.”

You've kept that commitment and focus in office for the last 10 years. You opened up all of our eyes. I remember thinking, “You’re right, we can get caught in the weeds with agendas, and more can be done to shift focus and talk about children.”

Baesler: Thank you. Two weeks ago, I took over as the president of CCSSO and addressed the membership. People asked about my platform, and I said, “My platform is students.” My platform is serving students and keeping them as the primary objective. I stated that there are many things we need to discuss as an organization, but they represent inputs to the bigger goal of student outcomes.

To listen to the full interview with Kirsten Baesler, head over to Tom Luna’s Swimming Up Stream podcast and tune into additional exciting discussions with other guests.

Thu, 19 Jan 2023 17:13:57 GMT

The modern principal faces challenges and stressors that are often less acknowledged than others in the education environment. As a result, many principals often find themselves left to their own devices as leaders to the various stakeholders that range from administrators to teachers and parents. Part of the principal's job description includes managing performance, communication, and overseeing overall school culture, resulting in increased pressure to address the delicate balance between demands and resources.

Since the pandemic, attrition rates have climbed inside the principal community. Unless school systems are careful, losing key leaders could have a negative trickle-down effect on the quality of education for all students.

Dr. Rod Berger of Strategos sat down with Christy Lamb and Karen Hile, co-founders of The Modern Principal , to get a beat on the atmosphere facing principals. This online platform and podcast bring a collection of thoughts to redefine the role of leadership in schools. Together, they are helping to shape the dialogue on the environment facing principals and women in leadership positions while offering practical problem-solving, relationship-building, and system solutions.

As we enter 2023, a reflection on the environment that principals faced last year can help bring perspective to continued support and awareness efforts moving forward.

Rod Berger: We are speaking with Christy Lamb and Karen Hile, co-founders of The Modern Principal and the Modern Principal Podcast. As a backdrop, today's educational landscape is more public than ever, bringing many more people to the conversation.

Let’s start with you, Karen. With the change in landscape, I wonder how we support current principals and those who desire the role. How might we address professional development to equip them with the skills they need in a much more public world than ever before?

Karen Hile: The pandemic shifted education, highlighting the need for real conversations on the conditions that are happening inside the community. It’s important to realize that the way it was working before wasn't working for everyone. The pandemic put a lot of stress and strain on the system. When we first shut down, school employees were hailed as heroes. But the following year, when it didn't go back to normal quickly enough, the stress of life came down on everybody, and a spotlight shined on the problems.

Importance of Communication

Berger: Let’s discuss the communication side. I don't think the fault should be at the foot of the principal. I wonder about the support system for principals. Sometimes principals are put in a no-win situation. Principals are left to fend for themselves without a strong communication plan from districts. What do you think, Christy?

Christy Lamb: We benefit from being in a district with a solid communication plan. Things are communicated to the building level of principals before they are released to the public. It is vital to make sure that everyone is saying the same thing and knowing that if someone is mad at a building principal, they will go to a supervisor with the same message.

In contrast, other districts around us would make a decision and then roll that out to the public. And once the public responded negatively, the decision was reversed. So, a district that tries to support its principals must say what they mean and stick to it. It’s how to keep unity within school districts.

Power of Culture

Berger: What are the effects of communication or lack of it on the school culture? A principal needs to communicate effectively with parents and staff, which can be challenging, let alone managing the building with day-to-day operations.

Lamb: It was a hard lesson at the beginning of the pandemic. There was sometimes a need for more information from the central office, and some staff felt left out regarding how to lead from their perspective. So I had to reconvene with our staff and let them know that even if I do not have information, it’s essential to share that with them. Saying nothing says a lot, so it’s necessary to communicate.

Hile: People who come into education sometimes underestimate the power of culture. As a principle, that is an essential aspect that you influence. You impact the culture of your work with all the stakeholders involved, from certified staff, classified staff, parents, the central office, and news outlets. I don't know if anybody else in the school district deals with as many people.

Berger: Karen, we're so big in data, but I hope we can avoid figuring it out later and repeating the same mistakes in education. When it comes to leadership, how can we quantify the impact of principals who are leaving or those who don't feel supported or connected? How do we handle the attrition rate to feed the talent pipeline, and how do we understand that data and not just patch the holes in the dam?

Hile: Retention comes down to the job demand resource model, the demands on a principle, and how many resources are available to counterbalance those demands. Unfortunately, we're losing resources with more needs. There is essential attention on teacher retention issues, but more focus is needed on the principal. People forget that the principal is the number two influence on student achievement in a school but almost number one on teacher retention. So it’s crucial to further the research on that dynamic in supporting and keeping principals.

Berger: School boards are becoming more vocal and placing pressure on education. Is there a silver lining to this changing world to prepare teachers and principals for this altered environment?

Hile: I remain optimistic because our work is valuable and centered on the right things. At some point, we can control the message, communicate, and start sharing our story to figure out how to quiet the news and get the correct information in people's hands about the actual work we're doing. That's a good step in the right direction.

There should be more reform on how we prepare teachers and principals. The old model needs fixing, and teachers and principals should have more apprenticeship opportunities. We also need to look at pay and other benefits people can get for the work they're being asked to do.

Women in Leadership

Berger: Let’s pivot to celebrating women in leadership. I think it's essential that we celebrate strong women like yourselves in education and everywhere. You work in education and most likely realize that there is sometimes a lack of appreciation for the skill set of principals. Christy, talk about what it means to be a strong woman in education and how you face the industry's gale-force winds.

Lamb: It’s part of our origin story about why we decided to start The Modern Principal. I remember calling one of the only principals other than Karen I knew for advice as a younger professional. It was a male principal, and he gave me some advice on speaking to a staff member. I knew it would not go over well as a 30-year-old woman saying what was offered, and I knew something was off.

I decided to sit down and have dinner with Karen, and we discussed forming more of a community for young women principals. The way we act, the decisions we make, and the things we say are scrutinized differently and have different impacts than a man.

Hile: Yes, we are both doing doctoral work right now. Stats suggest that nearly 75% of teachers are women , but only about 35% of females make up high school principals , and an even less percentage are superintendents . We’ve done podcasts on this with research, and we have found that women often wait longer to ask for promotion than men, sometimes 5-10 years longer.

In addition, there’s a stigma on principals without kids of their own as not understanding or connecting, and for those with children, there is criticism if they are pulled away from work for their family issues. So, it’s a paradox to handle.

Family planning messages arrive on our Instagram about having a baby before becoming a principal or afterward. Women are searching for answers and asking for guidance, even on subjects that are personal and something we would necessarily feel comfortable advising. Yet, it underscores the need for more overall communication and community.

An Increased Voice

Berger: The media with branding and voice has undoubtedly affected your journey. How has that impacted your appreciation for the education community and personally? What difference has it made in context to your personal and professional experience?

Hile: Getting to know all these women all over the country, connecting with them, and sharing the same and different things has been so rewarding. It provides a larger picture of what education looks like across our country and has made me a more reflective practitioner and more responsive.

Lamb: Using Instagram, we make it a purpose and intent to follow other people in education in our role who had different experiences and maybe do not have their voices amplified. We wish to learn about the experiences of other people who are in education that are doing their best. It has widened our perspective on inclusion and equity. We will never understand what it's like to be of a different race when we're principal, but we need to listen to those stories and hear about them. So that's been a significant part of social media.

Hile: Also, people have this vision that a woman leader has to be buttoned up, stuffy, and outwardly strong. We wanted to show that women can also be strong while also being soft. We can love pop culture and also be good at education. We can be ourselves and still remain dedicated to our jobs.

Berger: Can you project into the future about your platform and its influence on the current education environments and the road ahead?

Lamb: The biggest thing is continuing to build our community. One of the praises we get is when we have a 25 or 26-year-old female teacher who writes to us stating that she started an admin program, never believing she could do it, and now has the confidence after seeing us do it. We want to continue to inspire other people into the role. So, we will continue doing our podcast with an added subscription service. In addition, there will be resources for principals and associated services such as membership and masterminds.

We wish to help each other problem-solve freely with a certain level of anonymity that doesn’t interfere with the complications inside certain work environments. But, it comes down to building the community and, hopefully, giving back through our resources to principals so they can focus on the things that matter most.

Hile: If we can inspire someone to get up tomorrow and smile when doing their job, that ultimately feels wonderful.

To listen to the entirety of this podcast, head over to On Balance , and to learn more about Christy Lamb and Karen Hile's efforts, visit The Modern Principal for recent podcasts and continued added information on the culture of principals.

Wed, 14 Dec 2022 13:38:04 GMT

The tutoring market has seen a great deal of change since its early inception into the educational ecosystem. Once marked by legacy models and a mix of independent local resources, the space has exploded in market demand. Recent research from Technavio estimates the growth of the online tutoring market at a CAGR of 15.38% or $196.35 billion between 2022 and 2027.

New resources are in demand as post-pandemic learning loss methods gain attention. In addition, the advent of technology and online learning acceptance is now opening the door for entrepreneurs interested in shaping tutoring that pairs need with assets. For some, there is a perfect marriage of technology with in-person peer-to-peer efforts making a measurable impact.

On his podcast Capital Class , Strategos Group's Managing Partner, Adam Giery, dives into the tutoring space with Samyr Qureshi, founder and CEO of Knack , a higher ed tutoring service that allows both online and in-person peer-to-peer exchange. While most higher ed institutions have pre-existing tutoring services, outside efforts like Knack build on top of established practices to provide substantial services that boost accessibility, engagement, and results.

As Giery points out, "It's incredible how much the industry has evolved from the tutoring space where individuals made flyers with little tear-offs at the bottom." In his condensed conversation below, Giery explores the new frontier of tutoring with Qureshi and the changing landscape facing higher ed.

Adam Giery: Getting granular, before Covid, the tutoring sector was mainly institutions like Sylvans or Princeton if you were getting a professional degree and a bunch of local resources providing tutoring to students. Now, your business is more like the Airbnb of tutoring, correct? You're pairing needs with assets all over an institution. That's changing the resources that people can get their hands on. Clearly, it's become a market that, even most recently, a company like Varsity Tutors has gone public. It's an entirely different space.

Samyr Qureshi: Absolutely. Our model is actually university specific. Almost every college campus operates a tutoring center today as a physical brick-and-mortar. With COVID and the adaptations on campuses, there are online components. But it's a model where they staff tutors and students to help as peer tutors. The students who need support can log in virtually and connect with those tutors.

The university subsidizes the tutors' costs, making it free for others. What we're doing is building an extension on top of that. We provide the ability for campuses to scale more tutoring in a peer-to-peer manner without taking on the overhead administrative lead they would have to scale in-house. We partner with campuses like Fordham University, the University of Florida, Rutgers, and others. They essentially pay us to stand up a marketplace of tutors on their campuses.

We work closely with that institution to vet tutors to ensure they meet their qualifications. Tutors opt-in at a rate that the institution fully subsidizes. Students can book those tutors for free using our platform. We've taken the world of private tutoring around the college campus and created a platform in which the institution has a hand in it. They can scale it up and increase access and equity of the services without ever asking the student to pay for it.

There are factors affecting universities' bottom line, such as retention and graduation rates. As a result, institutions feel somewhat threatened now as students are not purchasing at the same rates they used to or holding back on enrolling in the first place institutions are thinking a lot about retention. So that's an area we are helping.

Giery: What's the common thread from an institution's standpoint that makes them take action on expanding beyond their traditional model?

Qureshi: We open up another option or resource. We've never had a campus say they will implement Knack and remove their tutoring center. On average, campuses only reach about 20-30% of students with existing tutoring. When they bring in another option, like Knack, they add flexibility and support mechanisms that serve students who historically have not been using services due to accessibility constraints, time availability, or in some cases, even upper-division course help.

Offering free support to students who need it is key. Often it includes first-generation Pell-eligible low-income students, minoritized students, and students in varying socio-economic situations that have historically not persisted at the same rates. However, it takes institutions to understand that there are underserved and missed students and decide how to serve them better. That's where Knack enters the picture.

Giery: Are you seeing that the student population that works with Knack is persisting at a higher rate than the general population?

Qureshi: Yes, from all the studies we've observed. Yet, it's hard to control the survey as students may use other sites or brush up independently. It's like going to a gym with a trainer. If you put in the time and diligently make an effort to do better with repetitions, there will be gains. But if you have a poor diet or skip work, you could distract that positive progress.

We're trying to structure our technology and practices around tutoring, which we onboard with tutors. It leads to better results, and the institution has a big hand in the process. Beyond the accessibility, we want to reach students and engage them in a way that's working, and we want to help them retain in a manner aligned with the institution.

Giery: When I attended college, it was completely understandable that some students wouldn't make it, and there was data to back it up. I think universities and colleges weren't seeing it as their problem for a long time. They provided the space and academic structures, but it was on the individual to utilize them. So if certain individuals fell short, it was not their problem.

Now, cut to today, Institutions have to be very intentional about keeping students and persisting not only for funding formula purposes but to validate the need for higher ed. Your offering fits into this quite interestingly.

Qureshi: Enrollment numbers are real issues exacerbated today. You hear about the enrollment decline. Fewer students are choosing to go to college or are as open to the idea. Costs have risen, and ROI has stayed flat or below that level. When you look at our earnings and potential postgrad, the ROI has been questioned heavily, not just by students, but by government administrators and leadership around the theme of empowering students to see the value of what they're doing and give them the tools to be successful.

There are inclusive excellence imperatives where schools pride themselves on being a minority-serving institution (MSI) or a Hispanic-serving institution (HSI). They want to say, "These students are welcome and can find a sense of belonging to persist because that's the institution's mission."

It returns to an institution's mission past the barebones teaching and learning in a classroom. Because what works for some students doesn't for others. Unfortunately, it's also prevalent inside companies.

Education can provide a launchpad in this breeding ground for students to gain academic confidence and social skills with their peers. In addition, they can build a network to help them in school and lean on postgrad with business opportunities together. That's how I met my co-founders.

All the pieces matter - the academic, social, and career sides of why students attend school and the sink or swim mentality doesn't work. Because, ultimately, the students are the customers. If they stop coming, believing, and paying, it eventually shakes up the university and forces them to think differently. That's what we're seeing right now.

Giery: Do you find yourself engaged in a cultural shift when you meet with institutions and describe a customer-centric model in a business founded in the 1800s? You're talking about a more entrepreneurial model based on customer needs. How do you help your customers succeed? How do you provide customer value?

Qureshi: Higher ed is very mission-centric. They often operate from a place of rigidity and deep history. Sometimes that's incredible and brings the richness of a purist educational experience. But times are continuing to change at a faster rate. Workforce needs are changing, and the types of students entering classes today are also evolving.

As the workforce areas get louder and strengthened to upskill new grads, it starts to beg the question of college need. I have friends who left school, worked in tech, or started their own businesses and are happy with their choice and not incurring debt.

That's a scary thing to hear when the mission in higher ed is to help push out the next generation of both scholars and people who can contribute to society. But, it's a vital piece right now- a connection to helping school students develop skills that aren't just about passing a class but are essential to life after college. Resilience, problem-solving, critical thinking, teamwork, collaboration, and digital literacy, are necessary for life success.

Talking to institutions, they are quickly opening their eyes to this. It is a massive cultural shift. The lifeblood of campus outside the students is the faculty, and the question becomes whether they can shift their mindsets in time to help students recognize the value and decide to stay.

There will always be people who want to go to college and others who will choose alternative paths like the trades, but the key is the middle ground. Those students are trying to gauge the value. Many schools now have bridge programs to bring in students in a non-traditional manner.

Giery: Powerful. There was a time when the value of going to an institution grew just for the exit value. You went around the monopoly board to collect your $200, and it represented a 4-year degree. You're talking about the whole student, the social-emotional component, and the various configurations and descriptions that have evolved since. It feels like it's returning to its roots with the development of a student, not just intellectually but as a person.

Qureshi: Sometimes it's hard for people to grasp if it doesn't equate to dollars and cents. As an employer, we've hired folks who are good technically but not great with people and communication. A positive attitude and resiliency are not something you can teach in a book. But I would argue these areas can be solidified and formed in your college, on your campus.

You're starting to see campuses ramp up mental health and mentorship services, attaching the social-emotional side. Again, some people claim it is touchy-feely and does little for students. But ultimately, as an employer, I can tell you that those values and skills are essential. We can teach you how to code or write an email to a salesperson, but it isn't easy to teach if you don't understand the EQ side. From high school to college is where those skills are formed. And it happens in a very natural, authentic organic environment with students around you.

The employer's voice is important so universities can tie that value back to what employers care about. Initiatives like ETS and their Skills for the New Economy make connections between what employers and the workforce cares about and what the curriculum is teaching. It creates direct links and encourages students that there is value in higher education.

Higher ed is at a critical moment to make changes faster with mentality shifts. I believe it comes down to putting the student first as the payer, and we should be serving them to the extent that it fits our mission of teaching and learning to help students succeed after college.

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Qureshi and Knack are examples of an expanding environment in higher ed that provides a modern entrepreneurial approach to break through traditional models with innovative peer-to-peer thoughtful methods. Visit the Capital Class episode to hear more of the conversation focusing on Knack's background and company build. Also, visit other discussions with industry professionals listed on the Capital Class Podcast .

Fri, 11 Nov 2022 19:50:08 GMT

2022 NAEP Report Exposes Critical Moment for Change

By Tom Luna and Doug Mesecar

The recent National Assessment of Educational Progress (NAEP) results are in and sounding alarm bells across the education ecosystem. The reason for alarm? NAEP, The Nation's Report Card , revealed that in just one year, decades of academic progress in math and reading were wiped out.

While the pandemic massively and abruptly disrupted all segments of society, the question for education is how could 20 to 30 years of student academic progress be so fragile? For reading, the increase in scores between 1992 and 2022 was only three points, so the decline in 2022 scores is not quite as shocking (although the stagnation in scores over 30 years should be).

For mathematics, the delta between 1990 and 2019 was 23 points in fourth grade and 12 points in eighth grade, but most of that growth occurred between 1992 and 2003. Once again, the stagnation over the last couple of decades is as alarming as the precipitous drop from 2019 to now. If there is a silver lining here, perhaps these obvious and concerning trends will finally spark the changes needed in a system that prizes and defends the known – but severely flawed – status quo above all else.

Applied Energy

Newton’s third law of motion states that for every action, there is an equal and opposite reaction. The pandemic exerted a strong force on the education system, eliciting a significant decline in academic performance. As we emerge from the pandemic, we must respond with equivalent force, and the response must be in new, bold, and evidence-based ways to overcome Newton’s first law of motion, which unfortunately governs our education system: inertia, or the tendency to resist change. As we emerge from the pandemic, we cannot afford to rebuild what once was; instead, we must exert the energy and fortitude to create different results. We need to flip the script.

Considering the small gains in reading and math over the last 20 to 30 years, surely we could quickly right the ship and exceed expectations with a concerted effort that prioritizes innovation and student needs over adult concerns and status-quo-ism. Instead of band-aid fixes and discussions on triaging, a significant improvement could result from committing to doing things differently. And the results could be – need to be – transformational.

The question we must all ask is: If we choose not to undertake transformational change, will it take us 20-30 years to get back to where we were before the pandemic? We can’t afford to simply recover the pandemic-drive lost learning and just be on par with where we are today in 2050. That would be a betrayal of today’s students and their future. The time is right to go beyond small incremental growth and collectively catapult learning forward.

Centering Public Education

The pandemic not only created unprecedented challenges for education, but it also exposed problems that have been lurking inside our education system for some time. Massive achievement gaps, teacher shortages, lack of technology, stale instructional models, poor student engagement, and weak college and career readiness are long-standing issues that have dramatically risen to the surface. They all demand immediate attention in ways that they weren’t given before the pandemic.

Public education has been fundamental to our country’s core promise and ongoing prosperity. This core tenet of American exceptionalism is at risk for all students, especially underprivileged students, rural students, and students of color, due to the pandemic and the equally virulent resistance to change by the system.

The remedy is not to blow up the system; no, the transformation of the public education system must preserve its foundational role in our society while changing – in some cases massively – its methods and outcomes. Now is the time to double down on innovative efforts to address the national achievement crisis revealed by the NAEP results, while expanding efforts to remain globally competitive.

The need to move quickly has international implications as well. The latest Programme for International Student Assessment (PISA) rankings place the U.S. 22 ^nd globally in comprehensive science, reading, and math assessments. With a global competitor like China topping the list, implementing wholesale changes can improve NAEP results (and hence student outcomes) and help the U.S. better compete globally.

Wake-Up Call

These alarming NAEP scores must be a wake-up call for all of us to do more, to innovate, and to be open to possibilities for disruptive change. Indeed, there are actually some bright spots in the NAEP results. Districts like Austin, TX, Hillsborough County, FL, Los Angeles, CA, and Miami-Dade, FL, bucked the national trend, to a degree. These brighter spots are spurring questions about the strategies, programs, and methods used to produce these relative successes. The fact that these districts typically stayed closed to in-person instruction longer during the pandemic, and are educating some of our mo st at-risk students, should yield insights into potentially scalable strategies and tactics.

Instead of reacting to the abysmal NAEP results from a defensive, "deficit mindset," a proactive, all-hands-on-deck approach can change our downward trajectory. Recognizing just how doable a turnaround can occur in a short period is not only within r each, but also lends itself to exceeding expectations. Undoubtedly, it will take a collective effort that might surprise even the harshest of critics. In this era of polarization, the NAEP results must be a clarion call for change that everyone can – and must – embrace. The future of today’s children, and therefore our country, depends upon it.

Fri, 04 Nov 2022 16:36:52 GMT

Strategos Group's Managing Partner Named a Top Consulting Entrepreneur to Watch in 2023

Strategos Group is honored that Entrepreneur Magazine mentioned our Managing Partner Adam Giery in an article about 10 top consulting entrepreneurs to watch in 2023.

Entrepreneur's Srivatsa KR wrote in the piece, "Adam Giery, Managing Partner and co-owner of Strategos Group , consistently finds himself at the nexus of leadership and opportunity. At 31, the former educator was named Managing Partner, executing an organizational turnaround, transforming Strategos into one of the most sought-after advisory firms addressing the $7-trillion-dollar global education market."

New Title

Opportunities for Students with Disabilities in a District-Wide Collaborative Project

Preparing students for the challenges of college, careers, and life is an integra l part of every student's K-12 education. Whether the aspiration is higher education or workforce placement, ensuring that every student is adequately prepared remains the objective of districts across the country. Yet, for students with disabilities, preparation for workplace skills is at the top of the list, as many find themselves going straight into the workforce as their most suitable option.

Dr. Aaron C. Spence , the Superintendent of Virginia Beach City Public Schools , recognizes the unique aspects facing those with disabilities. Along with a wide variety of programs offered in the district, he has prioritized providing students with disabilities the workforce training and placement to better their lives. Through a partnership with the locally embedded Naval community and an organization called Project SEARCH , Dr. Spence is proud to be the first district utilized in the first-ever collaboration.

Todd Dallas Lamb of Strategos Group had the opportunity to sit down with Dr. Aaron Spence and Sara Cummings, a parent of a student with disabilities, to discuss the successful first year of the partnership during his podcast On the Clock . Below is a version of the interview highlighting the remarkable success of that student named Delaney, who not only learned essential skills through the program but is now employed by the Naval Station , Oceana.

Todd Dallas Lamb: We are thrilled to have our first superintendent and parent combo interview today. My guest is an old friend, Dr. Aaron Spence, from Virginia Beach City Public Schools, and Sara Cummings, the parent of Delaney, a remarkable student with disabilities that embraced and entered the partnership between the Navy and Project SEARCH. We want to dive into the program Project SEARCH, which represents a unique opportunity for the special education community.

Aaron, let's first hear a little about your relationship with the Naval community that led to the program's partnership.

Dr. Aaron Spence: We have a lot of supportive partnerships with the military in our district. Many wonderful programs exist for our military students and families, representing 20% of our student population, or 18,000 students.

There are military family life counselors at most of our schools. In addition, we work closely with school liaison officers stationed at three installations within the city proper to integrate into our school district. And we're right next door to Norfolk Naval Station, the world's largest naval station. So we're attentive to and proud of the relationship in Virginia Beach.

Many school districts around the country serve military children, and there are opportunities in everything we do to support students who are an integral part of the military mission and our communities.

The work of Project SEARCH is incredible. They aim to help young people with significant disabilities find success and employment. It's all about transition. Allowing them to work and develop the skills needed to make that transition as they come out of our schools.

We are very proud of Project SEARCH, which has many partnerships across the country, including the military. Still, we are the Navy's first Project at Naval Station, Oceana, the East Coast master jet base.

Eight students participated in the brand-new program, including Delaney, whose mother, Sara, will describe her remarkable journey.

Lamb: Sara, tell us a little about how you were approached and found out about Project SEARCH and what year did Delaney start the program? Could you walk me through how she initially related to the program and whether it was an easy transition?

Sara Cummings: Thank you, Todd. She started in 2021, after her teacher and coordinator recommended the program. She was post-high school technically but still eligible to receive public school services. We were exploring new agencies to help with that transition at the time, and she checked many boxes for eligibility.

For her, it was perfectly timed because it was her last year of eligibility as a student with public schools. She had already done three years of a transition program in her high school, giving her some work experience, but COVID limited what she could do in the community.

She was ready to get out, do something new, and transition into adulthood. Unfortunately, as parents, we weren't as prepared. Leaving the public school system was scary, but she was okay with it. She's open to change and responds well to it, which kids with disabilities often have difficulty doing.

Lamb: You say she checked a lot of boxes. One of the standouts must have been how she's comfortable with change.

Cummings: Yes, she's very comfortable with change. It was a one-year program, and in the end, the expectation was that the person would be eligible to apply for a competitively paying job. So she would be transitioning out of public schools anyway, which would be perfect for her.

Also, accessing a military base in some form or fashion was helpful. I think Delaney's readiness to take on work and something new that was outside of the school system was significant.

Lamb: What's Delaney doing now? What's the job her training funneled into?

Cummings: She funneled into what she applied for and was accepted to be a sales associate at the Naval Air Station Oceana Navy exchange in their consumables department. The title is a mouthful. [laughs]

Lamb: My wife and I have sponsored Naval Academy midshipmen for years. The Naval Academy store is one of the great retail experiences and one of the most patriotic. What a terrific job for Delaney.

Aaron, how many students participated in the program, and could you expand on your observations?

Spence: Eight students participated in the Project SEARCH program along with Delaney. There's actually an article about our first graduating class on the Project SEARCH website that describes the success of the brand-new program.

As Sara mentioned, we had our special education coordinators, all of whom were familiar with the students in our schools and knew who would be successful in the program.

Sara talked about checking boxes in partnership with the military, such as the ability to get on to the installation and being open to change. But there's much more to it.

You have to be comfortable around other adults. You have to work with people to resolve conflicts. There are skills that students learn, but they have to have a predisposition to those skills. It's a pretty unique group of kids.

One of the reasons that we reached out to Delaney is that she is so inspiring when you speak with her. She shares her experiences, who she loves, and what her favorite things were to do at the installation. Delaney didn't just do one job; she worked across many different parts of the facility. Talking to her about those jobs, her supervisors, and what she learned is valuable and inspiring.

It was an incredible experience to be able to learn from Delaney about how Project SEARCH was impacting her life. Her passion seeps through. We're really proud of the program.

Lamb: Sara, one of the observations I've made over the years is that if you want to find someone who can sink their teeth into an issue or a project, find me the mother of a student with disabilities. They are the most incredible advocates for their kids. Is it an inspiring group of people to be around when you're in the audience of fellow moms and dads that have students with disabilities?

Cummings: Absolutely, and it raises a point about what made Project SEARCH truly helpful for us. We were used to being an advocate for Delaney and spent time getting her up to speed on advocating for herself. So, Project SEARCH was about letting us feel comfortable with her taking the reins on being her own person and an employee and "us" not being part of that in any shape or form.

That was probably the biggest part of the transition, and other parents have shared those observations. We have been amazed at what these young people have been able to do and recognize now how we were limiting them in certain ways because of not letting them take the reins. It was a real growth experience for not just the kids but the parents.

Lamb: I think it's fair to say that what Sara speaks of applies across the education spectrum. I think we'd all be amazed at what they can do if we just allowed ourselves the ability to trust that they can handle it. I'd love your opinion of that, Aaron.

Spence: We talk about this all the time. Children rise to the expectations we set for them. If we set high bars, we know that they will reach higher.

I heard a great story about a woman who took her grandson to a basketball court. He kept shooting at the hoops and missing. She wanted him to experience the joy of getting the basketball in the hoop. So she went to pick up a trash can to have him shoot and experience the satisfaction of making a shot. But she chose otherwise, recognizing that if she made it easy, he would stop trying to achieve the original goal.

We often want to lower the bar because we have compassion or empathy for a student who struggles, but the reality is we have to keep the bar high and then build support for our kids to thrive. A program like Project SEARCH does precisely that. It's a high bar for students with support layers to make that transition.

Sara is right. A parent, who spoke at a luncheon, hit that home. He said he had spent all his life viewing his job as having to protect his child because of his differences. But then he realized he had missed the boat and needed to let his child go out into the world and show off what he could do. It was a very touching moment. Again, it is roots and wings. You want to grow long roots for your kids to keep them secure. But then you give them wings, let them fly, and show you what they can do.

Lamb: Aaron, it sounds like, through your association with the Navy, you have a built-in program for jobs, a vast installation, and multiple ways students can be civilian workers in a military complex. Do you know of other ways Project SEARCH is using their program with different that don't have military institutions so other superintendents might take notice?

Spence: They work with other organizations and communities that are not military. For instance, if there's a large business in the community, Project SEARCH will partner with the school district. They find similar opportunities for students to work with those organizations, learn job skills, work with others, and solve conflicts. The expectation is for students to transition directly into employment.

I know Project SEARCH is proud that the students often get jobs where they worked, which is excellent. When students do internships and have the opportunity to go out and receive workforce experience, employers get to know them and start to understand the person and skillsets.

When I go to a chamber function and talk about workforce needs, I always say at the end; my kids are ready when you hire them. And when they seem reticent about hiring someone straight out of high school, I tell them, “Get to know them before they leave high school, and you're going to be amazed by what they can do for you.”

Learn more about Project SEARCH and their transition to work program . To hear the podcast in full, visit Todd Dallas Lamb’s On the Clock .

Mon, 10 Oct 2022 13:30:09 GMT

Is it time for a new approach to math?

A great deal of controversy revolves around reform measures for math across the country. The debate over proposed mathematics frameworks is at the center of a math war in California and elsewhere in the U.S.

The debate is pitting traditional mindsets advocating for a back-to-basics approach against reform ideas that push for more relatable real-life learning with broader thinking and problem-solving over memorization. It’s a large topic with math curriculum facing standstill measures until a compromise is reached.

Current Conditions

In the meantime, math learning continues, albeit with a less established future pathway. Teachers in the trenches must continue to push ahead, even with uncertainty surrounding the situation. On top of new learning objectives, teachers also face fill-in demands for gaps created during the pandemic. According to Education Week , the pandemic increased math anxiety, especially for students who are receiving clues that they are behind, furthering the demands on educators.

With math evolving into the language of the 21st century , learning math has major implications for those looking to access the good jobs and opportunities of the future.

Perspectives

To some reformers, that means concentrating on statistics and data science over traditional calculus and algebra II to allow for more real-world application and greater access to the underserved. However, to the traditionalists, replacing established math learning principles, although attractive in theory, could actually hurt the less advantaged populations in the long run. Rather than creating more future opportunities, it can backfire as many students enter higher ed without the necessary math preparation for advancement in STEM-related fields.

Even with differing viewpoints, few would argue that math proficiency is a needed area to address. A recent New York Times article stresses the pandemic’s adverse effects on American students, with the performance of 9-year-olds in math dropping to lower levels not seen in over two decades. With catch-up necessary, especially for middle schoolers, some feel math growth is getting lost in the debate mix.

According to Jim Horne, former Florida Education Commissioner, and current Strategos Group Partner, time is an essential component. “One of the longstanding principles of teaching is time on task,” he says.

Common Ground

Paolo DeMaria, president and CEO of the National Association of State Boards of Education (NASBE), offers interesting observations from the sidelines of the math reform debate in a recent Education Next article. He sees both sides of the discussion as having relevance yet believes, like any successful venture, common ground is key.

At the heart of his observations, also shared by other leading experts, is an overarching need to change the narrative in math. The popular belief that some people are just not good at math is often a perpetuated myth holding back many capable learners from great math advancement.

DeMaria examined the differing viewpoints in the math debate, breaking down what he considers the ‘middle ground’ where both sides can converge.

● All students are mathematically capable.

● More students can be successful in mastering high-level mathematics.

● There is a good understanding of different and better math instruction.

● There should be a deliberate focus on parents as partners.

● Teachers need to be better equipped and supported to teach math.

● Greater focus is required on elementary and middle school math.

● More math teaching should be done in the context of practical application.

● More students need to master algebra II and calculus, but if that can’t happen in the near term, let’s accept accomplishment in other rigorous math that keeps the doors to future success open for more students.

● Create mechanisms to ensure rigor.

● Set targets for more students to become proficient in algebra, calculus, and other rigorous math.

● Create mechanisms that gauge progress toward equity.

● Share the responsibility to ensure all students are confident and comfortable with mathematics.

Encouragement

DeMaria hopes that with good information and technical assistance, state policymakers can implement state-designed initiatives to improve math outcomes. He believes that effective change is achievable when solutions are designed by multiple partners from diverse perspectives that are understood and respected.

It all may boil down to encouraging the shared belief that math is not only necessary for the growth of future generations but something to be celebrated and achieved by all. As Horne adds, “The common ground is to make math more relatable, understandable, practical, and fun.”

Fri, 16 Sep 2022 19:05:52 GMT

Is there a place for GPT3 in the classroom?

Artificial intelligence (AI) has crept into our collective lives in a profoundly silent way. From online purchases to maps for GPS navigation, it proliferates our existence in ways often unnoticed. Statista reports overall corporate investment in AI from 2015-2021 at nearly $94 billion, with increased growth moving forward. As AI expands into all sectors of the economy, education is bracing for big decisions as its presence is made more pronounced.

Generative Pre-trained Transformer 3 (GPT-3) is a newly developed AI open resource that has the potential to shake up the education landscape. The model understands words, context, sentence structure, and multiple languages and can summarize text while writing outlines, essays, and reports in human-like prose. In addition to the written realm, it can create content correlated to math and science.

Hesitant Optimism

Many technology experts praise the advancement of GPT-3 from MIT to technology philosophers for the remarkable human-like language modeling; however, they also recognize certain ethical aspects and precautions. With 540 billion words and 175 billion parameters, the modeling is quickly entering EdTech development environments with anticipation of its potential.

Alistair Van Moere, the chief product officer at MetaMetrics Inc., sees it as a game-changer but recognizes the hesitancy inside certain fields. "I think the education profession hasn't really got its head around the implications of this yet," he says in Education Week .

According to Get Smarter , proponents inside education see the positives of AI automation in helping with time-consuming tasks such as record keeping or multiple-choice grading. Yet, some fear that GPT-3 is taking it to another level. A technology that can potentially write a student essay from simple prompts is making many worried that students will lose the ability to write independently.

Former educator, active entrepreneur, and EdTech savvy Managing Partner of Strategos Group, Adam Giery, considers such advancement an interesting blend of caution and future growth. "The adage of 'when I was a kid' could not be more relevant when exploring the use of AI in the classroom. To the cohort of learners who came of age during the proliferation of the internet, plagiarism was the greatest concern. So much so, schools across America required essays submitted through the vaunted 'Turn it In' platform - to catch students seeking to cut corners," he says.

"GPT-3 or a deep learning platform such as TensorFlow and others are capable of creating 'human-like' text to create native content or essays based upon a series of prompts to generate potentially original writing. The applications of such tools are wide-ranging, yet they also pose headwinds for our future learners who may grow reliant on the powers of the internet."

Giery views GPT-3 as a careful advancement that will likely take certain guardrails and teacher involvement to work successfully. "Should it be watermarked or stamped without the ability to remove it to thwart the dilution of originality? Or could it be like many of the world's advancements, the fear of the unknown creates the urge to regulate, which ultimately limits the future power of this tool?" he asks.

Teacher Input

According to an Education Week article, EdTech CEO Sydney Montgomery believes that models need teachers' feedback to constructively use AI writing tools such as GPT-3 in the classroom.

"I think EdTech CEOs or companies that are building tools need to bring teachers to the conversation because they see things that we don't," she says. "If we can partner a little bit more, it will also help with the hesitancy of [educators to use] the technology."

Emily Petersen, a former teacher with experience in public and charter schools and present Education Solutions Manager for Strategos Group, agrees that teachers need more involvement and recognizes some benefits of AI in teacher shortage.

"GPT-3 could eliminate the need for a separate writing teacher, and standards for writing could be wrapped into a general ELA course.," she says. "Today, there is a massive teacher shortage, so AI could be seen as solving part of that problem." However, Petersen cautions that GPT-3 will affect students' independent writing skills. "I anticipate students becoming reliant on such technology and negatively impacting their individuality in the writing world," she says.

Ray McNulty, a former education commissioner of Vermont, advocates a proactive approach . "There'll be a transition where this will become second nature [for teachers and students]," says McNulty. "How do we do it thoughtfully and carefully? And how do we do it to enhance the learning for our students?"

Scratching the Surface

Many questions remain about the future use of GPT-3, and most K-12 classrooms do not implement such open-source AI. But with EdTech companies beginning to infuse GPT-3 technology into their platforms, future classroom use may be just around the corner.

As with all forms of AI, the question of teacher involvement comes front and center and how technology impacts the relationship between educator and student. While independent thinking and writing skill development are concerns, positive uses such as detailed outlines to jump-start the writing process and learning gap fill-in measures have the potential to open up learning.

AI may just be scratching the surface inside the classroom, but with compelling dialogue, sound judgment, and increased understanding, future student learning may see benefits yet revealed.

Fri, 09 Sep 2022 16:17:59 GMT

Entering a new school year provides many challenges for all involved in education but none more than the teacher returning to the classroom. Districts across the U.S. not only witnessed over 300,000 public-school teachers and other staff leaving the field between February 2020 and May 2022, but many are now bracing themselves for a possible increased exodus in the upcoming year.

Teachers across the board are burned out from increased demands that represent a piling effect of continually adding one more thing on top of a list of responsibilities. With the academic need to close the pandemic-related learning gaps and the emotional well-being demands of a stressed-out student body, it's easy to see why teachers are overwhelmed and tapped out.

Listening to Teachers

The answers to coming to the aid of teachers are a complex mix of support mechanisms, new hires, and wage increases, yet at the root, according to many educators, is the need for proactive listening to those in the trenches. Emily Petersen is a former teacher with experience in public schools and charter schools in Maryland and Florida. She is now the Education Solutions Manager for Strategos Group and provides her reasons for deciding to leave the profession.

"Teacher burnout is a real issue and can be caused by a lack of a strong, supportive administrative team, student behaviors, parent overreach, and staff morale. The combination of these has contributed to my leaving and my low chance of returning to the classroom."

According to a recent NPR interview on the upcoming threat of a teacher exodus, Tiki Boyea-Logan, a 4th-grade teacher in Rowlett, Texas, hopes that legislators and school district leadership look more closely at the data on why teachers choose to leave. "I hope they really look at [data] and ask these teachers and pay attention to the answers of why they're leaving, [asking], 'What can we do to fix this?'" says Boyea-Logan. "If they don't, they're just gonna be hemorrhaging really good teachers for the foreseeable future."

School safety is an added element to teachers leaving the profession. The increase in school violence across the U.S. is a huge psychological weight on all educators. Teacher, Boyea-Logan acknowledges that her husband purchased a bulletproof backpack she brings to school. She finds it ridiculous that worry is even a part of an elementary environment, yet understands the reality facing teachers and students today.

Overall, a convergence of factors seems to be adding up for teachers, and for many, solutions are slow to arrive.

Teacher Shortage Solution

Many district and school leaders are primarily concerned with filling existing vacancies. To them, getting staffing under control is the first and foremost need. Tequilla Brownie, chief executive of TNTP, a nonprofit consulting service for districts, tells the New York Times that it's about filling seats and serving students. "Everybody right now is just talking about, frankly, warm bodies," she says. "The quality of teachers still matters. You never will get to quality if you don't get to quantity first."

While some districts in higher paying suburban communities report robust new hires, poorer, ethnically diverse, less paying districts are severely lagging. As a result, a recent Education Week survey across the U.S. indicates that nearly three-fourths of principals and district officials reported that the number of teaching applicants was insufficient to fill their open positions over the summer.

A balancing act is at play where districts are looking to increase empty teacher slots while also catering to the needs of the existing staff. New hires will hopefully take some of the load off existing educators in the long run, but in the near term, staff remains overburdened. As a result, the more experienced, highly qualified teacher considers early retirement, leading to cyclical attrition with fill-in shortages.

Alternative Solutions

Teacher resignations attract hiring managers in other sectors looking to fill talent in a tight labor market. Many classroom instructors are landing sales jobs, instructional coach positions, and behavioral health roles. With competition comes a need to change the narrative inside education to keep teachers from leaving and attract needed talent through alternative methods.

Strategos Partner and former Idaho State Superintendent of Public Instruction & President of Council of Chief State School Officers (CCSSO), Tom Luna, has been well aware of the teacher shortage issue plaguing schools for years. He has championed alternative routes that could provide more high-quality teachers to the candidate pool. Luna is a proponent of the quality teacher over the quantity model and even sees changing the one-path certification process as a plus for attracting the younger generation to teach.

"The younger generation is avoiding teaching because they're not interested in the 30-year singular career path. They are looking for multiple career options as part of their long-term goals, and the single pathway to certification appears limiting. Multiple on-ramps and off-ramps are needed to expand the applicant pool.," says Luna. "Why not bring flexibility to the bottleneck and restrictions of the single certification path? Let's remove the stigma from alternative programs and recognize the value of qualified people entering the teaching profession from different life pursuits."

Wake-Up Call

Solutions abound, but time is ticking on the fates of teachers looking for more manageable teaching environments. It begins with school leadership and the community listening closely to educators who feel underpaid and overburdened.

Teachers have pulled the alarm bell, and unless all wake up to the realities at hand, strikes like the most recent occurrence in Se attle will only be the beginning.

Education Startups and the VC Market

Mon, 29 Aug 2022 14:01:56 GMT

Education Startups and the VC Market

Technology changes just within the lives of my family have been staggering, dating back to my grandmother – who rode a horse to school and lived long enough to see transatlantic air travel. My father grew up without TV in his childhood and left this world with an iPhone on his bed. Without sounding like an angry old man screaming at the clouds – I think we all see with slack-jawed wonder the technological changes in just the last 15–20 years. Think about what your phone looked like in 2000.

The marriage of technology and education is a very good example of the change I am talking about. Consider recent data reports from Crunchbase that suggest VC-backed companies in the education space raised more than $20 billion last year, climbing from an already high of $14.6 billion in 2020. While higher profile companies such as Coursera, Udemy, and Duolingo established initial public offerings (IPOs) during the period, the stage is set for other companies and lesser-known entities to enter the fray.

On a global scale, market research placed the Edtech market at $106.46 billion for 2021, with a 16.5% increase projected from 2022 to 2030. A Forbes article on Edtech trends further elaborates, predicting growth of $377 billion by 2028.

The numbers point to promising times for Edtech companies, yet while the more prominent companies may get the headlines, startups should be excited by the developments. After all, they are the ones who come up with flexible, creative, and imaginative ideas on the fly that fit a market in constant flux.

With constant shifts in education, demand remains high for new ideas, and startups are positioned to find more and more opportunities. Technology is so fast moving that the old publishing companies that used to dominate the education space are often just trying to keep up. Many brilliant venture capital-backed thought leaders are developing the newest ideas almost overnight and the VC world is taking notice.

To grasp the present landscape unfolding, perhaps a little history is necessary to gain a better perspective on how legislation intersected with advances in technology that opened the playing field for startups backed by VC capital to enter the education market more effectively.

Education Market History

The education market was once a pretty simple economy. Years ago, when I was a younger advisor, about 65 education companies, including big publishing and other companies, supplied books and basic needs, such as pencils, erasers, and whiteboards, to most schools in the country.

With the advent of the No Child Left Behind (NCLB) in 2002, the education market suddenly became less predictable. A perfect storm developed where legislation coincidentally lined up with the expanded growth of the internet, opening up the space for EdTech companies to get in the classroom.

School districts that conducted assessment testing with reported failing student data received funding to increase tutoring in their schools. Added to the pot was more legislation from the same law that demanded a highly qualified teacher in every classroom.

Visionary startups examined the legislation and became privy to the funding attached to No Child Left Behind. They knew that it would be impossible to find live tutoring for all the kids throughout the country, not to mention great teachers. So they decided to develop online tutoring models and other EdTech ideas to address the market.

Soon the atmosphere turned into one where very young companies won massive deals because they had great ideas.

One of the first companies I helped advise during that early startup days was Engrade , out of Santa Monica. It led to being acquired by McGraw Hill, one of the original big publishing companies in the education market. McGraw Hill was looking to go digital at the time and purchased the startup.

Many smart 30-year-olds in the education industry became wealthy very quickly because they had big ideas and strong execution to bring the ideas to life. It was the first time in education history that something like that started to happen on a consistent basis. In many ways, this transformation happened so quickly that you almost didn’t notice what was happening, but it kicked off the education investing environment of today.

Young Startup Story

The story of how Engrade even started is a good one. It originated from the mind of a student in Sacramento, CA, who was ticked off that he couldn't get his grades sent to him over winter break. To remedy the situation, he decided to code a very basic gradebook and gave it to his high school to use for free.

Four years later, that same student was attending UC San Diego, where he had teamed up with some business partners who had already started a few YouTube-based companies. These partners became curious about how many users were utilizing the gradebook, so they examined the numbers. To their astonishment, they noticed that 3 million independent users all across the country were using the gradebook.

Word of mouth spread the gradebook popularity. Teachers were telling teachers; students were telling students, and it grew organically. At the time, only three people were overseeing a three million-user platform. I was brought on to help them think through what Engrade might become something more than just a free gradebook.

What's fascinating is that these young thinkers had zero understanding of K-12 policy. They had little to no knowledge of K-12 funding streams, who's in charge at a district, and the person they would need to talk to regarding a gradebook. In addition, they had difficulty understanding the financial value of their product.

I spent two years taking them to smart people around the country, and eventually, they morphed that clean, accessible free resource and turned it into a learning management system (LMS). First, they transitioned from plugging in grades to providing assessment results. Then they added the ability to put all products on the platform, whether purchased or free, such as Khan Academy and others. Finally, they linked it to standards.

The results were immediate. For example, teachers could look at how students did on a math exam, break it down to five results, and say, “Here's the bottom quartile of students that failed. What resources are available in the district that can help them with learning and standards?”

In less than a year and a half, they programmed everything. The company took a simple gradebook and turned it into an LMS. It was a brief shining moment, and Engrade was the only one doing it in the world at the time. They magically started winning million dollar deals, with maybe only seven people working for them. It was incredible.

Jump another year and a half later; they sold for a reported $50 million to McGraw Hill.

The Lesson

Brilliant venture capital-backed thought leaders are coming up with the newest ideas on the spot. Today’s market has a never-ending pipeline of exceptional people coming up with new, big ideas, so much so that it’s challenging to keep up with the number of new companies coming down the pike.

I’m constantly introduced to companies that resemble Engrade. They are small teams with amazing technical talent that have the chops to improve the education system and the money soon follows (last year $20B was raised in edtech) and lots of that went to teams that might only have ten people working for them and a relentless drive to figure out ways to get in front of decision-makers and prove out the investment by planting flags in districts across the country big and small.

Education is a funny business because it's the one thing that almost all of us have some level of expertise. If you're a programmer, for instance, you have expertise in your own K-12 story. While this allows for a semblance of information to proceed in initial development, understanding the education ecosystem is a complex mix of interests and associations that require people with the knowledge and background to get an idea to the finish line.

Relationships Still Matter

As an advisor, I am constantly in contact with new companies that have ideas based on something they have seen in the space that can be made better. It is the mantra of all the great entrepreneurs I have ever met: “There has to be a better way.” Their only weakness is no small one – they don’t know a soul in a single district office.

Fortunately for those of us who like to tell stories and make friends – relationships still matter in all sectors, especially education. You can have funding and the most incredible product in the world, but if a superintendent doesn't know or click with whoever's in front of them pitching, they're not going to buy it. Put another way – if you have the best product ever – it won’t sell if they don’t want to get to know you personally. And, if you have a mediocre product and they love you – you can do just fine in the K12 space. I have seen this lesson firsthand hundreds of times.

There is a lot of runway in American education for innovative ideas and not just relegated to the well-established companies that have been around for 20 years, but it takes a level of connection. It’s wide open in many respects, and young startups don't even need a lot of research to back their relevance. It’s about justifying a product by making sense to people and fulfilling a specific need. Once you win a district, you have planted a flag you can leverage just about anywhere.

Right Place, Right Time

Like everything in life, timing plays a significant role in success but first comes identifying a need and creating an innovative solution.

Startups often have an advantage over larger companies with multiple products because they can focus solely on one niche area of need and place efforts in one direction. With unencumbered freedom, startups are afforded the time to develop, iterate and pivot at surprising rates. The military has known and relied on this principle for generations – which is why history is littered with examples of smaller, more nimble armies beating larger ones. Well, you don’t have to be “Stonewall” Jackson to know that the same holds true today in our industry.

I recently engaged with Just Right Reader, a company that produces literacy programs for early childhood reading. The founder is passionate about diversity models that cover cultural themes in decodable phonics and bilingual presentations with stories told by kids. Their founder – Sara Rich is an evangelist in the space, speaking on the need for diverse learning options for kids that relate to them.

As districts began to focus more on equity, access and diversity, her company had already developed reading material that resonated and engaged. Perfect timing meets perfect preparation. The inclusive package met the day's needs. Right place. Right time. Right company. The moment fit the product. It resulted in a pilot that ultimately led to a district-wide county purchase.

Investors Embracing Education in Flux

Today, public education is a super flux environment. The subjects and interests shift at an incredible pace. Some technologies and topics of today were barely on the radar five or six years ago. Products that fit the changing winds of education benefit greatly if they are nimble.

Listening and adapting to the needs of the education community is key. If you can do that and get in front of decision-makers, it doesn't matter how long you've been around; if you've got the right product, they'll buy it.

Passion Makes a Difference

Energy and enthusiasm are crucial elements of what I search for in a company, regardless of whether their mature or a startup. I find parallels to the political environment cropping up. Years ago, while working on a political campaign, a political hack friend of mine came storming into the office declaring, “We need more energy in this campaign headquarters because if it ain't happening in here, it ain't happening out there.”

The same holds true for startups. Often there is one person that's the driving force behind the idea, and they find the right people to plug into different positions from programming, sales, or marketing. But one person is driving all the people.

If that founder is not almost fanatical about it, I hesitate to represent them without another compelling aspect to the platform. Often with startups I simply don’t know how successful I can be until we get started. I depend on looking at a founder with that glazed look in their eyes, a passion bordering on religion. If I were investing in any company, that look would be a crucial indicator of my interest and, ultimately, my investment.

About the author: Todd Lamb is a Strategos Partner and former White House Appointee to the U.S. Department of Education. He has spent 15 years working with education companies and non-profits across the country at the district, state, and federal levels. As an advisor, Todd is an expert in a variety of sectors.

A Discourse on School Safety: Where do we go from here?

Thu, 18 Aug 2022 17:30:57 GMT

The problem

In the wake of school shootings in the United States—the most recent being the May 2022 Uvalde, Texas shooting, which killed 19 students and two teachers—parents and educators are ap prehensive about what this school year might hold.

These tragedies inevitably beg the question, how do we keep our schools safe?

Each time, like clockwork, the politicized discourse arises from both the left and the right. Those conversations usually meet their demise in congressional gridlock, but how can we take real-life, practical steps to ensure the well-being of our students and teachers?

Further complicating the problem, school violence could be worsening the current teacher exodus. According to one survey by District Administration , nearly half of the teachers polled said they had recently contemplated transferring schools or quitting because of their safety concerns.

Thoughts from a former teacher

As school shooting headlines break more frequently, well-being takes center stage in educators' minds. Emily Petersen is a former teacher with experience in public and charter schools in Maryland and Florida. She is now the Education Solutions Manager for Strategos Group.

“Whenever I heard about school shootings, I would often reassess the safety of my classroom, school building, and surrounding area,” says Petersen. “Of course, it’s something that seems to be incredibly rare but hits close to home as I have worked in schools for years. I wanted to make sure that I knew what to do if an event ever occurred on my school campus.”

Underscoring the complexity of the school safety issue, Petersen highlighted a security issue arising in places like Florida that are experiencing unprecedented migration. The student population is rapidly growing, forcing schools to house the hundreds of new students they register in vulnerable portable buildings.

Petersen says, “If a chain-link fence only secures a school campus itself, the chances of anyone climbing it and getting access to portable buildings is high. The risks that arise on a campus that is not secure can be significant. I think that school districts need first to reevaluate how to handle the influx of students to better support the safety of campus growth.”

A former legislator and education commissioner speaks out

Jim Horne is a former State Senator in Florida and the forme r Florida Commissioner of Education, serving during Governor Jeb Bush’s administration. He regularly interacts with state and district leaders through his current work as a partner at Strategos Group.

“Safety and security are the number one topics of discussion among education leaders, with maybe the exception of teacher shortages at the moment. It doesn’t matter if it’s at a national education conference or a small meeting with a group of parents,” says Horne. “Around the water cooler or the boardroom, everyone from superintendents to teachers to bus drivers and the community at large wants to know if their children are safe at school. It’s their most basic concern.”

During a time when school districts are experiencing a worsening teacher shortage, the fear of sitting vulnerable in a classroom doesn’t encourage loyalty to the profession. It also doesn’t inspire student success or parents’ confidence in the system.

“You cannot expect teachers to teach and students to learn if they do not feel safe and secure,” adds Horne. “Forty or fifty years ago, a parent’s biggest worry was that their child might get into a fight. But today, they worry about whether they might be killed at school by a disgruntled and angry classmate.”

Horne is hopeful the renewed vigor of parents' efforts on school security will awaken leaders.

“I believe we are seeing a new heightened level of parental engagement that we have never seen before,” he says. “They want to know what their local education leaders are doing about school safety and security. They are showing up to school board meetings and asking hard questions. Great leaders should not dismiss them, but instead, work with them to be part of the solution.”

Sol utions

One company called National Safety Shelters is partnering with school districts, offering what could be a practical safety solution. The company provides safety pods—bullet and tornado-proof shelters for classroom installation.

In Colorado, Durango’s school district 9-R is installing vestibules —large, secured entryways where students and faculty can take shelter during times of crisis. While this could be a promising development, the vestibules are only valuable if the doors are locked, so district leaders, administrators, and teachers need to hold each other accountable once the protocols are outlined.

While measures in Durango, CO, and National Safety Shelters provide some promising options, former educator Petersen welcomes additional common-sense steps toward more robust school security.

“Schools with secure buildings that encourage one single entrance and exit point seemingly are safer,” she says. “This enables the front office to monitor who is on campus and gives them the opportunity to notify law enforcement quickly if an emergency arises.”

Petersen echoes what many parents are calling for—police in the buildings.

“I am a huge supporter of having law enforcement officers on the school campus, walking the building itself. I can’t imagine any other way to challenge a gun-wielding intruder than with another gun,” she says.

Adding to ‌solutions, some security experts propose similar efforts to U.S. counter-terrorism measures for schools. During an interview with SecurityInfoWatch.com following the Uvalde, Texas shooting, Mario Savvides, Ph.D., a Robotics Professor of Artificial Intelligence and the Electrical Computer Engineering Director at Carnegie Mellon University, offers a strong parallel.

“We have yet to acknowledge and clearly state: the senseless murder of Americans going about their daily lives should be addressed with the same focused and coordinated determination that our national security enterprise exhibits in preventing transnational and domestic terrorist attacks on the homeland.”

Savvides continues, emphasizing the high stakes, “It’s been ten years since the carnage at Sandy Hook elementary school. Sadly, a decade later, mass shootings have increased exponentially. We have reached a point where this epidemic needs to be addressed as a significant risk to the homeland.”

Meet the Metaverse

Mon, 16 May 2022 14:00:59 GMT

Behind the Mic

Wed, 21 Oct 2020 17:23:18 GMT

Operation Connectivity with Superintendent Michael Hinojosa of Dallas Independent School District

In the latest episode of The Policy Matters, our team had the pleasure of sitting down with Superintendent Michael Hinojosa, of Dallas Independent aSchool District .

Originally born in Mexico, Hinojosa and his family immigrated to the Oak Cliff neighborhood of Dallas, Texas when Hinojosa was in the second grade. He continued to attend Dallas public schools from then on until his graduation from Sunset High School.

Upon moving to the United States, Hinojosa’s father placed a strong emphasis on education for his family and this has stuck with Hinojosa his entire life.

After graduation, Hinojosa applied to a scholarship for the Future Teachers of America which allowed him to attend Texas Tech University.

In 1979, Hinojosa began his career in the Dallas education system when he was hired as a teacher at Stockard Middle School. He was selected as the youngest basketball coach in Dallas where he also coached baseball and football for the next 8 years.

After receiving pressure from his peers to join the administrative side of the education system, he accepted a position as Assistant Principal in a suburb of Grand Prairie, TX. Within seven years, Hinojosa had advanced to Assistant Superintendent.

Following his time in Grand Prairie, Hinojosa accepted his first Superintendent position in El Paso County. He moved around a bit the next few years, serving as a Superintendent in both the Austin and Houston areas.

In 2005, Hinojosa began his first term as Superintendent of Dallas ISD where he led for the next 6 years.

In 2011, Hinojosa moved to Georgia where he served as Superintendent of Cobb County School District for a three-year stretch while his two sons were attending school at Princeton University and Harvard University.

Dr. Michael Hinojosa returned to Dallas ISD when he was named by the board of trustees to serve a second term as superintendent in October 2015, where he is still currently serving. While at the helm of Dallas ISD, the district cut its number of underperforming campuses from 43 to the single digits . Hinojosa was also instrumental in the passage of its $1.6 billion bond program in 2015.

In his over 30 years of serving in education, Hinojosa has led several school districts to improved student achievement. He holds a doctorate in education from the University of Texas at Austin. Most recently, Hinojosa was presented with the Green-Garner Award, also known as the 2020 Urban Educator of the Year.

Dr. Hinojosa’s recognitions include:

2020 Urban Educator of the Year, 64th Annual Council of the Great City Schools Fall Conference
Named 2002 Superintendent of the Year by the Texas Association of School Boards
Named 2005 Superintendent of the Year by the University of Texas at Austin
Named 2017 Superintendent of the Year by the Association of Latino Administrators and Superintendents (ALAS)
Outstanding Latino Educator by the Association of Latino Administrators and Superintendents in 2014
Past President of the Texas Association of School Administrators

You can listen to this podcast on Apple Podcasts , Spotify , and Google Podcasts .

Want to learn more about Supt. Michael Hinojosa and the Dallas Independent School District?

Twitter: @dallasschools
LinkedIn: https://www.linkedin.com/company/dallas-isd/
Website: https://www.dallasisd.org/superintendent

Florida District-By-District School Reopening Repository

Wed, 19 Aug 2020 17:19:57 GMT

Here at Strategos Group, we are working hard to keep our network updated on the most current developments across districts in Florida for school reopenings. Our team recognized that there is not a single destination for this important state-wide information. Accordingly, we put together this repository based on the most recent district plans.

Please take a moment to review our District-By-District School Reopening Repository below to learn more. We hope this information will assist you and your business as you navigate these challenging times.

**Broward County is beginning the 2020-21 school year fully online, but district leaders will revisit their plans ‘ two weeks at a time ’ with a projected in-person start date of October 1 ^st , 2020.

Last Updated: August 18th, 2020 6:00 PM EST

This repository was developed and will continue to be updated periodically by the Strategos Group Team.

Behind The Mic

Wed, 19 Aug 2020 16:44:22 GMT

The Rise, Fall, and Redemption of a Superintendent: My conversation with Dallas Dance

From classroom teacher to one of the youngest serving school district superintendents in the United States. This two-part episode of The Policy Matters covers the meteoric rise and dramatic fall of former Baltimore County School District Superintendent, Dr. S. Dallas Dance .

Dallas Dance began his education career as a classroom teacher. Prior to his appointment in Baltimore County, Dr. Dance served as one of three chief school officers responsible for the administration of nearly 300 schools in the Houston Independent School District, the 7 ^th largest school system in the nation.

At the age of 31, Dance was appointed to serve as superintendent of America’s 25 ^th largest school district. In this episode, Dallas talks about some of the innovations he sought from the get-go. These initiatives included personalized learning through a one-to-one technology initiative, bilingual instruction at the elementary level, and addressing the learning-equity gap.

After 18 months on the job, Baltimore County’s graduation rate increase was the largest single-year gain in four years. Dr. Dance doubled down on preparing students for the global economy with both a digital device and foreign language initiative. In 2013, he stated , “Twenty-seven percent of companies surveyed… say that they are more likely to hire someone who is multilingual, and the reports are when those individuals are multilingual, they earn about 10 percent more.”

Dr. Dance went on to receive many awards and accolades for his work in Baltimore during this time including the following:

Named a Champion of Change by the White House
Appointed to a Commission on Educational Excellence for African-Americans
Named by The Daily Record (MD) as the State’s Top Innovator, Most Influential Marylander , and Most-Admired CEO
National Life Group awarded him the LifeChanger of the Year Award

In 2017, his meteoric rise came to a screeching halt. Dance was convicted of perjury for failing to report outside income while working as a superintendent in Baltimore County.

Today, Dance has returned to the education arena as a leadership and strategy coach, operating the DDance Group. He remains an esteemed public speaker and author publishing two books since 2018. Dr. Dance’s first book is titled Deliberate Excellence: Three Fundamental Strategies That Drive Educational Leadership . His second book released this past June is titled Imploded You-niverse: Thoughts on Fear, Failure & the Pitfalls of Perfection .

You can listen to this two-part podcast on Apple Podcasts , Spotify , and Google Podcasts .

Want to learn more about Dr. S. Dallas Dance?

Twitter: @S_Dallas_Dance
LinkedIn: www.linkedin.com/in/shaun-d-dance/
Personal Website & Blog: www.drdallasdance.com

Safe. Smart. Step-By-Step. Florida’s Plan To Reopen Schools.

Thu, 11 Jun 2020 16:42:37 GMT

Link: Reopening Florida’s Schools and the CARES Act: Closing Achievement Gaps and Creating Safe Spaces for Learning

Podcast: John Bailey, Chan Zuckerberg Initiative

Tue, 09 Jun 2020 16:35:55 GMT

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Episode Description:

This episode of The Policy Matters features Partner, Todd Lamb speaking with John Bailey . John is an education policy thought-leader and fellow at the Chan-Zuckerberg Initiative/American Enterprise Institute. John is frequently sought after by Washington Post and the New York Times for his thoughts on how to reopen America’s school after COVID-19. This is a MUST hear for education leaders and administrators grappling with this issue.

You can learn more about John Bailey here or you can follow @John_Bailey on Twitter.

Podcast: Keith Oswald, Deputy Superintendent & Chief Of Schools, Palm Beach County

Tue, 02 Jun 2020 16:10:57 GMT

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Episode Description:

This episode of the Policy Matters features Todd Lamb talking with Keith Oswald . Keith is the Deputy Superintendent and Chief of Schools for the School District of Palm Beach County.

Palm Beach County is the 10th largest school district in the United States and has been a success story in COVID-19 response. Todd and Keith dive deep into the issues being considered by school districts across the nation. How will schools handle the safety of administrative staff, teachers, and bus drivers? How are schools implementing distance learning and encouraging high student engagement? They also talk about the long-term impacts of COVID-19 on education.

You can learn more about the School District of Palm Beach County here .

The Corona Effect: Our Opportunity To Evolve The American Education System

Tue, 28 Apr 2020 16:07:27 GMT

Currently, nine out of ten students around the world are without access to their traditional education offerings (NPR, 2020). In a review of previous interruptions to educational systems (Katrina, Rwanda), the students who eventually returned to school arrived two or more years behind grade level, demonstrated a higher likelihood to dropout, and experienced social & emotional challenges.

Parallels exist with our current situation in that students are entirely disrupted from their standard learning modality while experiencing a traumatic and evolving crisis. However bleak this situation may appear, it has the potential to transform the education system – our educational iPhone moment.

Could we treat this situation as an opportunity to re-envision our education system founded upon the one-room schoolhouse? And if we were to rebuild this system, would we create the one we currently have or an entirely new one?

To be clear, I believe in the American education system, yet this “Corona-recession” creates an unprecedented opportunity; Akin to the retooling of America post the great depression or the creation of the highway system. A time to envision an educational model were financial rules, state regulations, and perceptions are second to the crown jewel of educational access and outcomes.

In four weeks, educators and institutions have already begun implementing changes once considered unthinkable. As evidence, the College Board, a legacy of institution, announced the potential for an at-home administration of the SAT (U.S. News, 2020). As a seventeen-year-old, I recall the test administration protocols resembled the intake process for Alcatraz. This drastic shift highlights one of the many organizations swiftly evolving beyond their traditional barriers to meet the needs of learners.

Let us embrace the opportunity to pioneer a new path. Could we be bold enough to resolve the glaring inequity of technology and connectivity among students and schools? Can we engage online learning, often viewed as supplemental or even detrimental to school districts (due to funding formulas), to support a 24/7 student learning paradigm in which our learners are accustomed to education both inside and out of the classroom? Will we implement holistic social and emotional programs to create a climate of success founded on self-regulation and determination?

These are not necessarily new ideas. Similar proposals are discussed annually at education conferences across the country. These concepts are field-tested, but in limited use due to both implied and existing rules of our system. Now is not the time to regulate or mandate, but rather encourage and support our educational community to embrace innovation. Committing to resolving achievement gaps and building a system without cumbersome rules to advance American education beyond its traditional upbringing.

When the world first viewed the iPhone, few could conceive of the powerful device we use each day. Steve Balmer (CEO of Microsoft at the time) famously laughed at the mention of the new device as unreliable in comparison to the status quo – a PDA. However, it was our embrace of the unknown, and willingness to experiment, which allowed the iPhone to transform our society.

While the coronavirus is impacting daily life in many painful ways, it has forced us to revise our understanding of education. As an optimist, I believe this could be our iPhone moment for education, which the educational world, as we knew it, discarded the status quo, and prioritized unlimited student potential.

Contributed by Strategos Group Partner, Adam Giery . Adam is based out of Tampa, Florida, and can be reached via email at agiery@strategosgroup.com .

Podcast: Doug Mesecar, COVID-19 Stimulus & Impact On Education

Tue, 07 Apr 2020 16:01:10 GMT

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Episode Description:

In this episode, Doug Mesecar talks about the impact of COVID-19 on the education system. We discuss the congressional response, how it changes educational policy, and the funding landscape. This is a must-listen for anyone in education – including policymakers, superintendents, and business leaders.

Doug Mesecar has served in senior operational and policy roles at the U.S. Department of Education, Congress, and top education companies, before joining Strategos Group in 2019. In Doug’s various roles at the U.S.D.O.E., he advised the Secretary and senior staff on the implementation of the No Child Left Behind Act and other federal laws and regulations, with a particular focus on education innovation, charters, technology, teacher training, and accountability.

The Bucket Brigade

Wed, 01 Apr 2020 15:52:50 GMT

During this time of home sequestration, I have taken the opportunity to lecture my sons on all manner of history. Why waste a captive audience when it has the power and the legal authority of our own Governor here in Maryland? Watching historic boxing matches, and Academy Award-winning movies, all with my accompanying oratory to enhance the experience. One day they will realize how lucky they are to have me here, though, by the looks in their rolling eyes, that day could be a ways off.

One topic I touched on was those old movie and TV tropes of my 1970’s youth. It seemed you couldn’t watch Little House on the Prairie, The Big Valley or Bonanza without the challenges of quicksand or hauling a load of nitroglycerine over a rocky mountain path. Of course, there was also the old western menace of the town fire and the “Bucket Brigade” that followed.

I have been reminded of those Bucket Brigades this past week after several conversations I have had with Chief Academic Officers (CAO’s) from across the country. I decided to check in with 4 large school districts to gauge their collective responses to the global pandemic.

In each district, the CAO’s had a very similar story. Nearly all district leadership – from special ed to HR were pitching in to help understand and execute a district-wide response to the crisis. The equivalent of an educational Bucket Brigade.

How long that will be the case is an interesting and important question. Not only to the students, teachers, administrators, and families across this K-12 world but to the companies whose products serve to educate our students. Companies from across the education spectrum – responsible ones anyway – are asking, “When is it appropriate to attempt a meeting or call to discuss budgets and programs for the fast-approaching 2020 school year?”

One education leader I spoke with had the quote of the week: “There are a million great questions right now- and less than 100 good answers.”

While the situation is currently in flux, my conversations yielded some promising news. The district reaction to the Coronavirus pandemic has started to normalize.

The initial questions of when to close schools and how to execute distance learning are currently being addressed. Additionally, states have for the most part begun to settle the matter of when to pull the plug on the school year. One of Florida’s largest districts told me that they have been very pleasantly surprised by the overall participation rate of their online students using Google Classroom to drive instruction. As elsewhere, however, the digital divide inequity still lingers.

After that, said one CAO in Maryland “the HR director will go back to doing HR director stuff.” Indeed, districts have to begin looking at their budgets and planning for summer professional development or recently adopted Pre-K provision such as those adopted by the Maryland legislature in early March.

A CAO at a large North Carolina district, however, warned that districts in that state are-just this week – pivoting toward the realization that Coronavirus planning may go well into the fall of 2020. Further, there is no clear cut understanding of how grading will take place under the distance learning currently in place for the remainder of this school year. Even normalization has its limits in times like these.

That said, education companies and non-profits, both providers of critical education services, would be wise to maintain an appropriate level of respect when it comes to outreach for their products. A company that is cold calling districts (difficult if not impossible under the best of circumstances) risks grave damage from a branding standpoint.

Furthermore, corporate partners should resist the temptation to capitalize on the Corona crisis by bending a product or solution, to a convoluted offering that provides questionable value.

District leaders are discerning buyers, and they recognize real help from real nonsense. Susan Enfield from Highline School District outside of Seattle recently went public with her complaints on this very topic.

Despite such examples, a number of companies have offered truly free services for the remainder of the school year. Conferences once preparing for meetings and presentations have pivoted to create a repository of free offerings to support districts.

Companies need to carefully reflect on the current state of the education system rather than the current state of their sales objectives. Under normal circumstances, the dance between company and district is delicate. In this environment, the timing, tone, and value of your offering are critical.

Educators know there are worthy products to support their needs, but they don’t have the luxury to sort through the numerous communications they receive – especially now.

Reflecting upon twenty years in education, I am often asked about the quality I look for in a successful company. The answer is simple: Judgement.

Judgment in how you reach out to districts will be remembered. Companies should refrain from cold calling anybody. For those that you know or have already had multiple conversations, slowly reaching out is appropriate. Until then, support the Bucket Brigade or stand down.

Contributed by Strategos Group Partner, Todd Lamb . Todd is based out of Annapolis, Maryland and can be reached via email at tlamb@strategosgroup.com .

Podcast: Kevin Chavous, President Of Academics, Policy, & Schools, K12 Inc.

Wed, 11 Mar 2020 15:44:39 GMT

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Episode Description:

Kevin P. Chavous is an American lawyer, author, education reform activist, and former Democratic Party politician in Washington, D.C. Currently, Kevin Chavous is the President of Academics, Policy, and Schools of K12, Inc., a technology-based education company and the nation’s leading provider of proprietary curriculum and online school programs for students in pre-K through high school. In this role, Mr. Chavous oversees all of the services that the company provides to over 120,000 students nationwide.

In this episode, Kevin discusses the past, present, and future of K-12 education – from the old school house, to virtual education and augmented reality.

Founded in 2000, and with nearly 5,000 employees today, K12, Inc. is one of the nation’s leading providers of virtual education. You can learn more about K12, Inc. at www.k12.com .

Podcast: Mike McCarty, CEO & Founder, Safe Hiring Solutions

Thu, 20 Feb 2020 15:06:49 GMT

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Episode Description:

Safe Hiring Solutions (SHS) is one of the industry’s most thorough background checks, employment screening, investigation, and verification firms. SHS serves corporations, schools, hospitals, churches, property owners, leasing managers and non-profit organizations across the country — and around the world.

Mike McCarty is Chief Executive Officer and Founder of Safe Hiring Solutions which is utilizing comprehensive risk management solutions to proactively address school safety and security.

You can also listen to Mike McCarty on CNN’s HLN On The Story show this past December.

Podcast: Clara Haskell Botstein, Associate Vice President, Bard Early Colleges

Mon, 30 Apr 2001 16:09:01 GMT

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Episode Description:

This episode of the Policy Matters features Todd Lamb talking with Clara Haskell Botstein . Clara is the Associate Vice President of the Bard Early Colleges.

The schools are tuition-free early college programs where students are taught by college faculty and can earn an associate in arts degree from Bard College concurrently with a high school diploma. Bard Early College is changing the lives of students, especially students in underserved areas. Bard High School Early Colleges are located in Manhattan, New York; Queens, New York; Newark, New Jersey; Cleveland, Ohio; Washington D.C.; and Baltimore, Maryland. We hope you enjoy.

You can learn more about Bard Early Colleges here .