We don’t know all the reasons why students did better in Tennessee and the District in 2013 than in 2011. But it is clear that they shared a similar approach to bettering education — taking common-sense, but politically hard, steps to help students. Both are places where vulnerable students predominate; 73 percent of District students and 55 percent of Tennessee students are sufficiently needy to qualify for reduced-price meals
There are important lessons here. What these two places also had in common was a succession of leaders who told educators, parents and the public the truth about educational underperformance and who worked closely with educators to bring about real changes. They pushed hard to raise expectations for students, even though a lower bar would have made everyone look better. And they remained committed to doing the right thing for children, even when it meant crossing partisan lines or challenging ideological orthodoxy.
To meet those higher standards, these leaders invested in strengthening the quality of classroom instruction and revamping systems for teacher support and evaluation. They ensured that teachers could use good data from multiple sources to identify learning gaps and improve instruction. They also sought ongoing feedback from educators and others.
These concepts — developing and supporting the people who do the most important work, using data to inform improvement — are what strong organizations do.
Yet these common-sense steps took uncommon courage.