Grounding in what works

Admist the rising tide of political rhetoric, many of us in education feel as though we’re standing on shifting sand — uncertain, reactive, and at times overwhelmed. Ideological debates swirl around us, reshaping language, reframing policy, and redefining priorities at rapid speed. But when we look up from the noise, we remember: Every morning, families send us their children with a simple, profound hope that we will educate them, nurture them, and help them build a future.

It is in that exchange of trust that we find our solid ground. That sacred trust, renewed daily by families in every ZIP code, is what roots us. And it is there, in that shared purpose, that we must anchor our leadership. Despite the headlines, despite the policy shifts, and despite the loudest voices in the room, our task has not changed. The child remains at the center.

As school leaders, our compass must remain fixed on one true north: student outcomes. This isn’t a vague or politicized idea — it is tangible, measurable, and deeply moral work. We don’t need to agree on every term to stay focused on what matters most. We can find common ground by grounding ourselves in evidence-based practices, equity-driven mindsets, and strategies that reliably move the needle for kids. When we do this work well, we build schools where all students are seen, valued, and supported — not just in word, but in action.

Robin Avelar La Salle reminds us that “data is not the enemy — it is the story of our students waiting to be told and understood.” When we disaggregate achievement data and examine patterns across demographics, schools, and systems, a consistent truth emerges: Achievement gaps persist, but so do bright spots — schools and leaders making real progress through intentional practice.

From statewide data and local benchmarks, we know:

• Students of color, multilingual learners, and students with disabilities remain disproportionately underperforming in reading and math by third grade.
• Schools that embed high-yield instructional practices — frequent checks for understanding, academic discourse, and culturally relevant pedagogy — see faster gains, especially when paired with real-time formative assessment.
• Students thrive in environments where relationships, rigor, and relevance intersect.

These aren’t just numbers. These are signals. They tell us where to look, where to dig deeper, and where to invest our time and energy. Data, when used with humility and care, becomes a compass pointing us toward action.