5 Myths about School Improvement Debunked

Video Transcript

When it comes to discussing evidence-based school improvement - myths abound! I think this is largely due to the federal policy implications that make us feel icky and put us on the defensive. But school improvement is so much more than federal policy. Let’s debunk the five most common school improvement myths I hear as I travel the country. 

Hi friends, I’m Matthew Courtney, and here we talk all about education research and data. If you’re into that, make sure you like and subscribe and come be a part of our community. 

Okay, let’s dive right in with myth number one: school improvement is only for low-performing schools. This is a common misconception that often leads to a narrow view of what school improvement truly is. In reality, every school, regardless of its current performance, can benefit from a continuous improvement mindset. Even high-performing schools have areas that can be refined or enhanced, whether it’s curriculum development, student engagement, or even professional development for teachers. Improvement isn't just about fixing problems—it's about striving for excellence and adapting to new challenges or opportunities as they arise.

This myth can be particularly damaging because it creates complacency in high-achieving schools. When schools assume that improvement is unnecessary because they’re already performing well, they miss out on the opportunity to innovate and push their boundaries further. For example, a school with high test scores might overlook areas like student well-being or the development of critical thinking skills. Continuous improvement allows schools to assess their performance holistically, considering factors beyond just academic achievement, such as school culture, equity, and long-term student outcomes.

Ultimately, school improvement should be seen as an ongoing process for all schools, not just those with obvious performance gaps. The most successful schools are those that consistently reflect on their practices, embrace new research, and are willing to make changes, even when things are going well. This proactive approach ensures that schools remain adaptable in an ever-evolving educational landscape, preparing students for the future rather than simply maintaining the status quo.

Myth number two: school improvement is only about academic achievement. While academic performance is certainly an important part of any school improvement effort, it’s far from the whole picture. True school improvement takes a more holistic approach, addressing multiple aspects of the school environment, from student well-being to staff professional development, family engagement, and school culture. Academic achievement is just one piece of the puzzle. If schools focus solely on test scores and grades, they may neglect other crucial elements that contribute to a well-rounded, effective education.

For example, social-emotional learning (SEL) has become a significant focus for many schools, and for good reason. Research shows that students who feel emotionally supported and safe at school are more likely to succeed academically. School improvement efforts that incorporate SEL strategies, mental health resources, and positive behavior interventions help create an environment where students can thrive, both academically and personally. Additionally, focusing on areas like equity, inclusivity, and extracurricular opportunities can greatly enhance the overall student experience and long-term success, beyond just classroom performance.

Ultimately, a well-rounded school improvement plan should consider both academic and non-academic factors. When schools invest in fostering a supportive, inclusive environment and developing life skills alongside academic knowledge, they produce students who are not only high achievers but also resilient, critical thinkers, and well-prepared for life beyond the classroom. Comprehensive school improvement efforts that go beyond academics are what truly elevate schools and set students up for success in all areas of life.

Myth number three: evidence-based school improvement eliminates teacher and leader expertise. This misconception often arises from the fear that data, research, and evidence will overshadow the professional judgment of educators. In reality, evidence-based practices are not meant to replace expertise but to enhance and inform it. Teachers and leaders bring invaluable experience, contextual knowledge, and insight into their students' unique needs, which cannot be captured by data alone. The combination of evidence-based practices and professional expertise leads to more informed decision-making and better outcomes for students.

Teachers and leaders play a crucial role in interpreting evidence and adapting it to their specific school environment. For example, a research-based intervention may have worked well in one context, but educators need to adjust it to fit the demographics, culture, and challenges of their own school. In this way, evidence-based improvement serves as a tool to guide and support teachers, not as a rigid framework that restricts their professional autonomy. It provides a foundation for making decisions, but it’s the expertise of the educators that tailors those decisions to meet the needs of their students and staff.

Far from diminishing expertise, evidence-based school improvement empowers educators to make more informed, confident choices. When teachers and leaders have access to relevant, actionable research, they can combine it with their experience to create strategies that are both data-driven and contextually appropriate. This balanced approach ensures that schools are not only implementing best practices but are also innovating and responding effectively to the unique challenges they face, leading to continuous growth and improvement.

Myth number four: implementing evidence-based interventions can solve performance issues overnight. While evidence-based interventions are powerful tools for improving student outcomes, they are not a quick fix. The sad reality is - there is no such thing! School improvement takes hard work! 

Real change takes time, especially in complex environments like schools, where many factors—such as student engagement, school culture, and community support—affect performance. Evidence-based interventions are just one part of a broader, ongoing effort to improve school outcomes.

One reason this myth persists is that schools often look for immediate, measurable gains. However, most evidence-based interventions require time to be implemented effectively and fully integrated into the school’s daily routines. For example, a reading intervention might take several months or even a school year before significant improvements in reading comprehension are evident. Additionally, interventions often need to be adjusted and fine-tuned based on ongoing feedback and data collection. Without giving an intervention sufficient time to work, schools may prematurely abandon strategies that could yield excellent results in the long run.

In reality, school improvement is a continuous process that requires patience, persistence, and the willingness to adapt. Evidence-based interventions are valuable because they offer proven methods to address challenges, but their success depends on thoughtful implementation, monitoring, and the support of educators and leaders. It’s essential to view these interventions as part of a larger, sustained effort to improve performance, rather than expecting instant results. By setting realistic expectations and staying committed to the process, schools are more likely to see meaningful, lasting improvements.

Myth number five: school improvement is the principal’s responsibility. While principals play a crucial leadership role in guiding and shaping school improvement efforts, it is far from being a one-person job. Successful school improvement requires a collective effort from all stakeholders, including teachers, support staff, students, parents, and even the wider community. When school improvement is seen as solely the principal's responsibility, it limits the potential for collaboration and shared ownership, which are critical for driving meaningful, sustainable change.

In reality, teachers are at the heart of many school improvement efforts. They are the ones implementing instructional strategies, engaging with students daily, and providing feedback on what works and what doesn’t. Support staff and other administrators also play key roles in creating the conditions for improvement by managing resources, addressing student needs, and fostering a positive school culture. Parents and community members contribute by supporting initiatives and providing valuable perspectives on student success. When everyone takes ownership of the improvement process, schools can create a more inclusive and effective approach to addressing challenges and pursuing excellence.

By involving a broader team in school improvement, principals can empower others to contribute their expertise and ideas, creating a culture of shared responsibility. This collaborative approach not only eases the burden on the principal but also increases the likelihood of success because multiple perspectives and talents are leveraged. School improvement thrives in environments where leadership is distributed and everyone works together toward common goals, making it clear that it’s a team effort, not just the principal’s responsibility.

It’s like I always say - evidence-based school improvement is how we make good schools great and great schools even better! By embracing an improvement based mindset, we can accelerate student achievement. 

If you found value in this video today, make sure you like and subscribe and be sure to check out some of the other videos on my channel before you leave. I’ll see you  next time.