Mesquite Independent School District _ Digital Version

Empowering Today’s Learners, Architecting Tomorrow’s Leaders.

DearReaders.

Publiceducationistheheartbeatofacommunity.Itiswherevaluesareshared,futuresaremapped,andthe nextgenerationdiscoversitsvoiceandpotential.Trueeducationalleadershipdoesnotjusthappen;itrequires anunwaveringcommitmenttobothtraditionandinnovation.Inthisspecialedition,“The10MostAdmired SchoolDistricts,”wecelebratethevisionaryinstitutionsthatarerewritingtherulesofstudentsuccess.These districtsprovethatwiththerightmixofcompassion,highstandards,andcommunitypartnership,schoolscan becomeplaceswhereeverychildtrulybelongsandthrives.

OurcoverstoryshinesaspotlightonMesquiteIndependentSchoolDistrict,aninstitutionsittingatthe perfectintersectionofhistoryandprogress.Asitapproachesits125thanniversaryinspring2026,Mesquite continuestoanchoritseasternDallas–FortWorthcommunitiesthroughitsguidingvisionofExcellence Always.Servingnearly36,500studentsacross52campuses,thisminority-majoritydistrict—where81percent ofstudentsareeconomicallydisadvantaged—refusestoletbarriersdefinestudentpotential.Underthe leadershipofSuperintendentDr.ÁngelRivera,thedistrictlivesbythe“MesquitePromise,”ensuringevery studentknowstheirdignityisnonnegotiableandtheyaremadetoexcel.Byofferingrobustcareerandtechnical educationpathways,finearts,andcomprehensivewrap-aroundservicesliketheCAREClinic,Mesquite championsthewholechild.Theydemonstratethatprofoundeducationalexcellenceisbuiltonafoundationof safety,opportunity,anddeepcommunityconnection.

Alongsideourcoverfeature,thisissueproudlyrecognizesothertrailblazingeducationalsystemsthataresetting nationalbenchmarks.WearehonoredtofeaturetheoutstandingworkbeingdonebyAdlaiE.StevensonHigh School,GlenbrookHighSchoolDistrict225,LadueSchoolDistrict,andGreatNeckPublicSchools.

Eachofthesedistrictsunderstandsthateducationextendsfarbeyondthefourwallsofaclassroom.By investinginprofessionaldevelopmentforteachersandcreatingspaceswherefamiliesfeelwelcomedand involved,theyarebuildingsafe,supportive,andacademicallyrigorousenvironments.Theypreparestudents notjustforgraduation,butforthecountlesspossibilitiesoftheworldahead.Wehopetheirstoriesinspireyou tochampioneducationalexcellenceinyourowncommunity.

Sincerely,

Simran Khan Project Editor

From The Editor’s Desk

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Cover Story

Mesquite Independent School District 10

PROFILES

Adlai E. Stevenson High School 20. 30. Glenbrook High School District 225 Great Neck Public Schools 44. Ladue School District 54. Why Community Involvement Is Key to a Better Society?

articles AI Governance in Higher Education: The 2026 Framework for Policy & Risk 24. Online Schools K-12 Texas: How Virtual Learning Really Works 48. 36.

(LinkedIn)

MESQUITE INDEPENDENT SCHOOL DISTRICT

Publicschooldistrictsoftenreflectthecommunitiesthatsurroundthem.Their priorities,values,andhistorytendtogrowalongsidethefamiliestheyserve.In NorthTexas,wheregrowthhasbeensteadyandexpectationshavecontinuedto rise,schoolsystemshavehadtoadaptwithoutlosingsightofwhytheyexistinthe firstplace.

MesquiteIndependentSchoolDistrictsitsattheintersectionoftraditionandprogress. Foundedin1901,thedistricthasspentmorethanacenturyearningthetrustoffamiliesby stayingfocusedonstudentsandtheirpotential.AsMesquiteISDmovestowardits125th anniversaryinspring2026,thatfocusremainsunchanged.Thedistrictworkstocreatean environmentwherestudentsfeelseen,supported,andpreparedtosucceed,bothinschool andbeyondit.

ThatcommitmentisguidedbyaclearvisionknownasExcellenceAlways.MesquiteISD believesstudents,staff,andfamiliesdeserveconsistency,care,andhighstandardsinevery experience.ThisbelieftakesshapethroughtheMesquitePromise,asetofstatementsthat framehowthedistrictapproachesitswork.Studentsareremindedthattheyweremadeto excel,thattheybelong,thattheirdignityisnonnegotiable,andthattheyhavethepowerto makeadifference.

Today,MesquiteISDservesabout36,500studentsacross52schools.Manyofthose schoolscarrythenamesofeducatorsandcommunityleaderswhovaluededucationasa foundationforopportunity.Insidetheclassrooms,studentsfindexpandedpathwaysin careerandtechnicaleducation,collegeandcareerreadinessprograms,finearts,and athletics.Thedistrict’sgoalextendsbeyondgraduation.MesquiteISDaimstohelp studentsleaveschoolpreparedforthedemandsandpossibilitiesofthefutureahead.

DistrictStructureandCommunities Served

Geographyplaysaquietbutimportant roleinhowaschooldistrictoperates. MesquiteISDcoversnearly60square milesintheeasternpartofthe Dallas–FortWorthmetroplex,anarea shapedbysteadygrowthanddiverse neighborhoods.Withinthatfootprint, thedistrictservesfamiliesinMesquite andBalchSprings,alongwithportions ofDallasandGarland.Eachcommunity bringsitsowncharacter,andMesquite ISDworkstoreflectthatlocalidentity insideitsschools.

Thedistrictservesmorethan36,500 studentsacross52campuses,offeringa completePK-12educationalexperience. Schoolsareorganizedintofivefeeder patterns,astructuredesignedtohelp studentsandfamiliesbuildlong-term connectionsaschildrenmovefrom earlylearningthroughgraduation.

Thisapproachallowseducatorsto collaborateacrossgradelevelsand bettersupportstudentsovertime.By keepingschoolslinkedand communitiesengaged,Mesquite ISDstrengthenscontinuity, relationships,andasharedsenseof belongingthroughoutthedistrict.

AcademicProgramsacrossGrade Levels

AcademiclearningatMesquiteISD beginswithastrongsenseof balance.Attheelementarylevel, studentsbuildcoreskillsinreading, writing,andmathwhilealso engaginginweeklyinstructionin art,music,andphysicaleducation. Thisearlyexposureencourages creativity,healthyhabits,and self-expressionalongsideacademic growth.Thegoalistohelpyoung learnersdevelopconfidenceand curiosityfromthestart.

Middleschoolmarksaperiodof expansion.Studentstakeonmore challengingcourseworkwhileexploring electivesthatallowthemtotestinterests anddiscoverstrengths.Theseyears emphasizecriticalthinking,leadership, andpreparationfortheacademicdemands ahead.Teachersfocusonhelpingstudents makeconnectionsbetweensubjectsand applywhattheylearninmeaningfulways.

Atthehighschoollevel,Mesquite ISDoffersabroadrangeofcollege andcareerreadinessopportunities. Studentscanpursueadvancedacademics orchoosefromstrongCareerand TechnicalEducationpathways.The district’srecognitionasaCTEDistrict ofDistinction,aTAEADistrictof Distinction,andaTexasEducation Agency“B”rateddistrictreflectsthis commitment.MesquiteISDhasalso beennamedaBestCommunityforMusic EducationbytheNAAMFoundationfor 12consecutiveyears.

DefiningEducationalExcellence

AtMesquiteISD,educationalexcellencebeginswith theexperiencestudentshaveeachday Thedistrict believeslearningcannotthrivewithoutsafetyanda senseofbelonging.Creatingsecurecampuses, strengtheningstudentsupportsystems,and encouragingconnectionremaincentralpriorities. Whenstudentsfeelsupportedandengaged,theyare morelikelytoparticipatefullyintheireducation.

Studentoutcomesshapethedistrict’sacademicfocus. MesquiteISDworkstoimproveachievementfor everylearnerwhileinvestinginthegrowthofits teachers.Professionaldevelopment,alongwithefforts torecruitandretainstrongeducators,playsakeyrole insustaininghigh-qualityinstructionacross classrooms.Thedistrictviewsteachersuccessas directlytiedtostudentsuccess.

Opportunityisanothermeasureofexcellence. MesquiteISDemphasizeswell-roundedexperiences thatkeepstudentsengagedandpreparethemforlife aftergraduation.Whetherstudentsplantoattend college,entertheworkforce,orpursueother pathways,postsecondaryreadinessremainsashared goal.

Behindthescenes,strongfinancialandoperational planningsupportsallofthiswork.Bymaximizing resources,improvingefficiency,andplanningfacilities forthelongterm,MesquiteISDensuresitsfocusstays whereitbelongs,onstudentsandtheirfutures.

LeadershipandDistrictVision

LeadershipatMesquiteISDcentersonpeople. SuperintendentDr.ÁngelRiveraleadsthedistrict withaclearfocusonstudentsandtherelationships thatshapetheirlearningexperience.Hisapproach emphasizestransparency,trust,andcollaboration,with thebeliefthatstrongconnectionsbetweenschools, families,andthecommunitycreatebetteroutcomes forstudents.

Dr.Riveraviewsaccesstoopportunityasa responsibility,notaprivilege.Underhisleadership, thedistrictworkstoensureeverystudenthas meaningfulpathwaystolearn,grow,andsucceed. Decisionsareguidedbywhatbenefitsstudentsmost, bothintheclassroomandbeyondit.

“In Mesquite ISD, you belong. The district is a community that supports families, values academic excellence, and nurtures the whole child: socially, emotionally, and intellectually.”

ForfamiliesconsideringMesquiteISD,themessageissimple anddirect.Thisisaplacewherestudentsbelong.Thedistrict strivestosupportthewholechildbybalancingacademic excellencewithsocialandemotionaldevelopment.Familiescan expecttheirchildrentobetaughtbyeducatorswhocaredeeply abouttheirworkandwhoarecommittedtohelpingstudents moveconfidentlytowardgraduationandthenextstageoftheir lives.

SupportingStudentSuccess

MesquiteISDsupportsstudentsbyunderstandingthattheybring differentstrengthsandexperiencesthatshapehowtheylearnand grow Thedistrict’scommitmentbeginswiththeMesquite Promise,abeliefthateverystudentmattersanddeservesthe chancetosucceed.Thispromiseguidesdecisionsacrossthe districtandsetsexpectationsforhowstudentsaresupported,both academicallyandpersonally.

ThatbelieftakesformthroughtheLearnerProfile,whichdefines theskillsandqualitiesMesquiteISDaimstodevelopfromPre-K throughgraduation.Studentsareencouragedtobecomecritical thinkers,skilledcollaborators,contributingcitizens,empowered learners,purposefulcommunicators,andemotionallyintelligent individuals.Theseattributesreflectthedistrict’sunderstanding thatsuccessinvolvesmorethanacademicperformancealone.

Insideclassrooms,teachersdesignlearningexperiencesthat supportstudentswithdifferentstrengthsandexperiences.Student voiceplaysacentralrole,allowinglearnerstoshareperspectives andengagewithmaterialinmeaningfulways.Instructionmeets studentswheretheyarewhilepushingthemtogrow.By balancingsupportwithchallenge,MesquiteISDworkstoensure everystudenthastheopportunitytothrive.

BuildingCommunityPartnerships

Theschooldistrictunderstandsthateducation extendsbeyondschoolwalls.Strong relationshipswithfamiliesandcommunity partnersplayanimportantroleinsupporting studentsthroughouttheiracademicjourney The districtplacesahighvalueoncollaborationand worksintentionallytocreatespaceswhere familiesfeelwelcomedandinvolved.

OneexampleisthePromiseLeague,anetwork ofcampus-basedPTOsandPTAsthatoffers familiesmeaningfulwaystosupportstudents andstaff.Thesegroupshelpstrengthen connectionsbetweenschoolsandthe communitiestheyserve,creatingshared ownershipinstudentsuccess.

MesquiteISDalsoinvestsinfamilyeducation opportunitiesdevelopedinpartnershipwith communityandnonprofitorganizations.These programsprovidefamilieswithresources, learningopportunities,androle-basedsupport groupsdesignedtomeetrealneeds.Another initiative, Dads and Difference Makers,connects fathersandpositivemalerolemodelswith studentstoencouragementorshipand engagement.Together,thesepartnershipshelp buildtrust,deepenfamilyinvolvement,and reinforcethedistrict’scommitmenttostudent growthandwell-being.

StudentLifeandEnrichmentOpportunities

StudentlifeatMesquiteISDreflectsthe district’sfocusondevelopingthewholechild. Fromtheearliestgrades,studentsareencouraged toexploreinterestsbeyondtheclassroom. Elementarystudentstakepartinweeklyart, music,andphysicaleducation,helpingthem buildcreativity,confidence,andhealthyroutines alongsideacademiclearning.

Asstudentsprogress,enrichmentopportunities expand.Acrossallgradelevels,MesquiteISD offersprogramsinSTEM,finearts,andathletics thatallowstudentstoexplorenewskillsand deepenexistinginterests.Theseexperiences providebalanceandhelpstudentsdiscover strengthsthatmayshapefuturegoals.

Learningcontinuesbeyondtheschoolyearaswell.Duringthe summer,CampExcelintroduceselementarystudentstocareer explorationthroughhands-onactivities.Studentsmayexploreareas suchascooking,fashiondesign,coding,orcreativearts,allinan engagingsetting.

Leadershipdevelopmentremainsaconsistentfocus.Programssuchas LearntoLeadbegininthirdgrade,followedbyJuniorEmerging LeadersinmiddleschoolandEmergingLeadersatthehighschool level.Together,theseopportunitieshelpstudentsbuildconfidence, responsibility,andasenseofpurpose.

DistrictLeadershipandOperations

Behindthedailyworkofclassroomsandcampusesisaleadership structuredesignedtokeepthedistrictfocusedandaligned.Mesquite ISDisguidedbyadistrictcabinetthatprovidesdirectionand oversightacrosskeyareas,includingacademics,studentservices, safety,operations,andsupportfunctions.Thisstructurehelpsensure prioritiesremainclearandconsistentthroughouttheorganization.

Campusprincipalsandtheirleadershipteamsplayacentralrolein shapingschoolculture.Theyguideinstruction,supportstaff,and overseethedailyexperiencesthatdefinelifeoneachcampus.Their workkeepsdistrictgoalsconnectedtotherealitiesofteachingand learning.

Districtdepartmentsoperatealongsidecampusleaderstoprovide supportwhereitisneededmost.Theseteamsworkacrossfunctional areastoremoveobstacles,streamlineprocesses,andensureschools havethetoolsandresourcesrequiredtosucceed.Bymaintainingclose coordinationbetweendistrictleadershipandindividualcampuses, MesquiteISDisabletooperatesmoothlywhilekeepingstudentsat thecenterofeverydecision.

OpportunityandBelonging

OpportunityatMesquiteISDbeginswitha clearmessagetoeverystudent.The MesquitePromiseaffirmsbelongingasa foundationforlearning,guidinghow programs,resources,andsupportsystems arebuiltacrossthedistrict.Thisbelief shapesdecisionsateveryleveland reinforcestheideathatopportunityshould beavailabletoallstudents.

Asaminority-majoritydistrict,with81 percentofstudentsidentifiedas economicallydisadvantaged,MesquiteISD placesstrongemphasisonremovingbarriers thatcanlimitlearning.Thedistrictprovides wraparoundservicesandtargetedsupports designedtomeetstudentswheretheyare andaddressindividualneeds.Theseefforts extendbeyondacademicstoincludesocial andemotionalsupport.

Accessremainsakeypriority.Students acrossallcampusescanparticipatein advancedcoursework,careerandtechnical educationpathways,finearts,athletics,and leadershipprograms.Bypairingintentional accesswithstrongsupportsystems, MesquiteISDworkstoensureeverystudent isknown,supported,andpreparedtomove confidentlytowardfuturesuccess.

StudentSupportbeyondtheClassroom

MesquiteISDrecognizesthatstudent successdependsonmorethanacademic instructionalone.Thedistrictoffersarange ofsupportservicesdesignedtocarefor students’well-beingwhilehelpingthem prepareforthefuture.

OneexampleistheCAREClinic,which providesfreeindividualandfamilytherapy toMesquiteISDstudentsandfamilies. OfferedthroughapartnershipwithTexas A&MUniversity–Commerce,theclinic ensuresaccesstomentalhealthsupport withintheschoolcommunity.Theseservices helpstudentsmanagechallengesthatcan affectlearningandpersonalgrowth.

Asstudentsapproachgraduation,guidancebecomesmore focused.Atthehighschoollevel,college,career,andmilitary readinesscounselorsworkcloselywithstudentstohelpthemplan nextstepsafterhighschool.Thisincludesexploringpost secondaryoptionsandsettingrealisticgoals.

StudentsalsobenefitfromtheEmergingLeadersprogram,which offersmentorship,networkingopportunities,andconnectionsto alumni.Together,theseservicessurroundstudentswithcare, direction,andpracticalpreparationforlifebeyondtheclassroom.

LookingAhead

AsMesquiteISDlookstothefuture,thefocusremainson creatinglearningexperiencesthatfeelpurposefulandconnected tostudents’lives.Thedistrictcontinuestoexploreinnovative approachesthatdeepenengagementwhileexpandingopportunity. Oneareaofexplorationincludesthemedcampuses,whereschools organizelearningaroundacentralfocustohelpstudentsdiscover interestsandconnectclassroominstructiontoreal-world applications.

Futuregoalscenteronstrengtheningcareerreadiness,leadership development,andexperiencesthatalignwithwhatmotivates students.Bydesigningprogramswithintention,MesquiteISD aimstohelpstudentsseeclearpathwaysbetweentheireducation andtheirfuturegoals.Theseeffortsbuildonexistingstrengths whileallowingroomfornewideastotakeshape.

Atthesametime,thedistrictremainscommittedtosupportingthe wholechild.Strongacademicprograms,combinedwith comprehensivestudentservices,continuetoguideplanningand decision-making.Guidedbyitsvisionof Excellence Always, MesquiteISDmovesforwardwithaclearpurpose: to continually improve the educational experience for every student it serves

Adlai E. Stevenson High School

ThefirstthingyounoticeaboutAdlaiE. StevensonHighSchoolisthescale.It doesn’tfeellikeahighschoolsomuch asawell-fundedcorporatecampusorasmall, exceptionallytidycity.Sprawledacross76acres ofsuburbanIllinoisprairie,itsbuildingsare connectedbyaglass-encasedwalkwayknown simplyas“TheLink.”Studentsmovethroughit withapurposethatseemslesslikethebell-driven shuffleofteenagersandmorelikethefocused transitofprofessionalsmovingbetween departments.Oneofitsnewestadditions,an extensiontotheEastBuildingcompletedin2019, boastsagreenroof,livingwalls,andsolarpanels, anambitiousattemptatanet-zeroenergy footprint.It’saphysicalstatementaboutthe future,amissioncastinconcreteandsteel.

ThisisDistrict125,asingle-schooldistrictthat functionsasaneducationaljuggernautin Lincolnshire,Illinois.Withanenrollmentof 4,614studentsforthe2023-2024schoolyear,it servesasthesolesecondaryinstitutionfora sprawling42-square-mileterritorycoveringallor partsof16differentcommunities.Itis,byalmost anymeasure,astunningsuccessstoryin Americanpubliceducation.It’stheonlypublic highschoolinIllinoistoearntheU.S. DepartmentofEducation’scovetedBlueRibbon AwardforExcellencefivetimes.ItsAdvanced Placementprogramisanationalpowerhouse, regularlyleadingtheMidwestinparticipationand rankinginthetopfiveworldwide.

ButtounderstandhowStevensonbecamethis paragonofacademicachievement,onemustfirst understanditsalmostcomicallydisastrous beginning—astorynotofgranddesign,butofa messydivorce,anemptybuilding,andacolossal shippingerror

How a Suburban Behemoth Became a Blueprint for Public Education

AnUnfinishedBuildingandaMisplaced ShipmentofDesks

Theschoolthatexiststodaywasbornfrom disagreement.In1964,theformerEla VernonHighSchooldistrictwasfracturing, withthewesternportion,nowLakeZurich, breakingawaytoformitsowndistrict.This lefttheeasterncommunitieswithahalf-built secondschool,anamehonoringtheformer IllinoisgovernorAdlaiE.StevensonII,and verylittleelse.Whenitsdoorsopenedon September7,1965,toamodestcohortof467 studentsand31teachers,theplacewasa shell.Thelibraryhadnobooks,theathletic fieldswerenon-existent,andinalogistical blunderfortheages,mostoftheschool’s newfurniturehadbeenmistakenlyshippedto PrairieView,Texas,insteadofPrairieView, Illinois.

Itwasaninauspiciousstart,askeletonofa schooldroppedontotheflatlands.Foryears, itwasjustthat—aschool,servingits community Theturningpoint,themoment Stevensonbeganitstransformationfroma competentlocalhighschoolintoanational model,cameinthe1980s.Thedecadebegan withthepublicationof“ANationatRisk,”a landmarkreportthatsoundedthealarmona perceiveddeclineinAmericaneducation.It wasinthisclimateofnationalself-reflection thatanewprincipal,RichardDuFour, arrived.DuFourdidn’tjustmanagethe school;hebegantoarticulateaphilosophy. Hechampionedtheideaofa“professional learningcommunity,”acollaborative environmentwherethecentralmissionwas notjustteaching,butensuringthatevery studentlearned.

Thisphilosophyrequiredscale.In1992,withenrollmentgrowing, thecommunityfacedachoice:buildasecondhighschoolor expandtheexistingone.Inapivotalreferendum,52%ofvoters chosetokeepStevensonasthedistrict’ssoleinstitution.This decisionsetthestageforaperiodofexplosivegrowth.In1995,a $25millionexpansionprojectincreasedtheschool’sphysical footprintbymorethan50percent,growingittooversixtimesits original113,000squarefeet.Thisprojectgavebirthtothemassive EastBuilding,thestate-of-the-artPerformingArtsCenter(PAC), thePatriotAquaticCenter,andtheFieldHouse.In2002,withthe district’sfinancesstabilizedbyataxreferendumthatpassedwith nearly70%communitysupport,themachinewasfullybuilt. DuFour,whoretiredthatyearandbecamealeadingvoicefor schoolreformuntilhisdeathin2017,hadlaidthefoundation.

TheMachineryofExcellence

Today,walkingthroughStevensonisliketouringtheoperational hubofaFortune500companydedicatedtohumanpotential.The numbersalonearestaggering.Thestudentbodyof4,614isguided byafacultyof281.6(onafull-timeequivalentbasis),maintaining astudent-teacherratioof16.38to1andanaverageclasssizeof22. Thisisafeatoflogisticsandmanagement,deliveringpersonalized attentiononamassivescale.

Thestudentpopulationreflectsadiversecross-sectionofsuburban America.The2023demographicdatashowsastudentbodythatis 46.6%White,39.3%Asian,9.0%Hispanic,1.7%Black,and3.2% TwoorMoreRaces.Thesestudentscomefromaweboffeeder schools—DanielWright,Aptakisic,TwinGroves,Woodlawn, Fremont,andWestOak—andconvergeonthissinglecampus.

Here,theyarepresentedwithauniverseofchoice.Thecurriculum includesmorethan200coursesandover20AdvancedPlacement classes.Theresultsofthisapproacharequantifiableand consistentlyexcellent.FortheClassof2016,anastonishing99.9% ofgraduatesattendedcollege.Thatsameyear,360studentswere namedIllinoisStateScholars.Publicationslike U.S. News & World Report andthe Washington Post haverepeatedlynameditthetop open-enrollmentpublichighschoolinthestate.In2021, U.S. News rankedit#171intheentirenation.

Thisacademicrigorismatchedbyacultureofcompetitive excellence.Theschool’sacademicteamsaredominant,withthe ScienceOlympiadteamwinningtheNationalChampionshipin 2023,andstatetitlesinChess,ScholasticBowl,andMath.The DebateTeamhaswontheprestigiousHarvardNationalChampions tournamentthreetimes(2008,2011,2019).It’saculturethat breedssuccess,producingalumnilikeHoldenKarnofsky,CEOof theOpenPhilanthropyProject,andGeneStupnitsky,headwriter andexecutiveproducerof The Office

ThePatriotWay

Theschool’smascot,thePatriot,feelsapt. Thereisafierceprideandadisciplineddrive thatpermeateseverything,especiallyathletics. TheNorthSuburbanConferencepowerhouse hasatrophycasegroaningundertheweightof itsachievements.TheschoolwonIHSAstate championshipsinbothFootballandBoys Basketballinthesameremarkable2014-2015 season.ItsGirlsWaterPoloteamisamodern dynasty,capturingstatetitlesin2015,2017, 2018,2019,2023,and2024.TheBoysand GirlsGymnasticsteamscollectedatroveof championshipsinthe2000s.Thelistgoeson: BoysWaterPolo,BoysBowling,Boys Swimming&Diving,thePatriettesdance squad.

Thisathleticcruciblehasforgedanimpressive rosterofprofessionalandOlympicathletes. TheNBA’sJalenBrunson,atwo-timeAll-Star andcaptainoftheNewYorkKnicks,walked thesehalls.SodidWNBAlegendandMVP TamikaCatchings,Olympichockeyplayer MeganBozek,andOlympicgymnastPaul Juda.Theschoolproducesnotjustscholars, butdisciplined,high-achievingcompetitorsin everyfield.

TheEnduringBlueprint

Fromitshaphazardbirth,AdlaiE.Stevenson HighSchoolhasrelentlesslyengineeredits ownsuccess.Itwilleditselfintoexistence throughstrategicplanning,immense communityinvestment,andanunwavering beliefinacoremission.Itsstoryisapowerful casestudyinthebusinessofpubliceducation, demonstratingthatwithvision,resources,and acultureofhighexpectations,asingleschool canbecomeaworld-classinstitution.

Theschool’soldmotto,apredictionmade over40yearsago,claimeditwas“destinedfor greatness.”Standingintheshadowofits ever-expandingcampus,watchingthousands ofstudentsstreamtowardtheirfutures,it’s clearthatthiswaslessapredictionandmore ofapromise—onethatStevensonHigh Schoolhasdecidedlykept.

AI GOVERNANCE IN HIGHER EDUCATION

The 2026 Framework for Policy & Risk

IAgovernanceinhighereducationisthestructuredsystem ofpolicies,oversightcommittees,ethicalstandards,and riskcontrolsuniversitiesusetomanageAIacross teaching,research,andadministration,goingbeyondITpolicyto addressaccountability,dataprivacy,andacademicintegrity

Artificialintelligenceisadvancinginhighereducationfasterthan institutionalpolicycankeeppace.Facultyareexperimentingwith generativeAItools,studentsaresubmittingAI-assistedwork,and administrativedepartmentsareautomatingeverythingfromadmissions toadvising.

Yetmostuniversitiesarefacingagovernancegap.

AccordingtoEDUCAUSE’s2024AILandscapeStudy,80%offaculty andstaffuseAItools,yetfewerthanoneinfourareawareofaformal institutionalpolicy.TheresultisrapidlygrowingshadowAI unsanctionedtoolsoperatingentirelyoutsideinstitutionaloversight.

Foruniversityleaders,thequestionisnolongerwhetherAIwillshape highereducation;itiswhetherinstitutionswillgovernitresponsibly beforeadatabreach,regulatoryviolation,orintegritycrisisforcestheir hand.

ThatispreciselywhatAIgovernanceinhighereducationisdesigned toprevent.

WhyAIGovernanceIsBecomingCriticalforUniversities

Universitiesareinherentlyopenenvironmentsbuiltforexperimentation andacademicfreedom.

Thesevaluesdriveinnovation,buttheyalsocreategovernanceblind spotswhenpowerfultechnologiesentertheecosystemwithoutstructure. atensionexploredindepthinourlookathowAIisalreadyreshaping universityteaching,research,andgovernance.

ThreeforcesaremakingAI governanceinhighereducationurgent in2026.

1.RegulatoryPressureisAccelerating

TheEUAIAct,whichcameintoforce inAugust2024,classifiesseveralAI applicationscommoninuniversities, includingAI-assistedadmissions systemsandstudentperformance analytics,as“high-risk.”European universitiesmustnowdemonstrate complianceorfacepenalties.

IntheUnitedStates,theDepartmentof Education’s2023guidanceonAI explicitlycallsoninstitutionsto developethicalframeworksforAIuse instudentservicesandassessment.

FERPA,meanwhile,imposesstrict constraintsonhowstudentdatacanbe processedbythird-partyAIsystems.

2.AdoptionhasOutpacedPolicy

GenerativeAIplatformsarenow embeddedacrossresearchworkflows, automatedgrading,tutoringsystems, andadministrativeautomation.Without governance,practicesbecome inconsistentandunauditableacross departments,creatingcompliance risksthatinstitutionsmaynotdiscover untilaudited.

3.PublicTrustisatStake

UNESCO’sRecommendationontheEthicsof AIwarnsthatinstitutionsfailingtogovernAI transparentlyriskerodingthepubliclegitimacy thatuniversitiesdependon.Thattrust,once lostinahigh-profileAIincident,isdifficultto recover.

The“ShadowAI”ProblemonCampus

ShadowAI–AItoolsadoptedbyfaculty,staff, orstudentswithoutinstitutionalapproval representoneofthemostunderestimatedrisk vectorsinhighereducationtoday

EDUCAUSEresearchconsistentlyfindsthat universitieshavefarmoreAItoolsoperating acrosstheircampusesthanITdepartmentsare awareof.

TheseincludeAIwritingassistants,research automationtools,codingcopilots,dataanalysis platforms,andAItutoringsystems,manyof whichoperateentirelyoutsidetheuniversity’s datagovernanceperimeter.

Therisksareconcrete:

● DataLeakage:Whenaprofessoruploads anunpublishedresearchdatasettoa commercialAIplatform,thatdatamaybe stored,logged,orusedformodeltraining. Theuniversitylosescontrolofits intellectualpropertywithnoaudittrail.

● FERPAViolations:Ifstudentperformance recordsareprocessedbyanunapprovedAI system,theinstitutionmayviolatefederal privacylawevenifthefacultymemberhad nointenttobreachcompliance.

● CybersecurityExposure:AItools connectedinformallytocampussystems bypassthesecurityreviewsthatapproved enterprisesoftwareundergoes.

Thegovernancelessonisclear:awareness campaignsaloneareinsufficient. Institutionsneedactivemonitoring,notjust policydocuments.

CorePillarsofanAIGovernanceFramework

EffectiveAIgovernanceinhighereducationisnotanIT function;itisaninstitutionalone.

GuidancefromUNESCO,theOECD’sAIPrinciples,and theUK’sHigherEducationPolicyInstitute(HEPI) consistentlyidentifiesfourpillarsthatdistinguishmature governanceframeworksfromadhocpolicyresponses.

1.InstitutionalAISteeringCommittees

Governancemustbeginattheleadershiplevel.Universities, includingtheUniversityofEdinburgh,publishedoneof thefirstcomprehensiveinstitutionalAIgovernance frameworksinUKhighereducationin2024.

Structuredoversightaroundcross-functionalcommittees composedofacademicleadership,IT,legal,researchethics, andfacultyrepresentatives.

Thesecommitteesareresponsiblefordefiningacceptable usepolicies,reviewingAIvendors,monitoringemerging risks,andadvisingseniorleadership.Critically,they preventAIdecisionsfromdefaultingentirelytoIT departments,ensuringacademicvaluesremaincentralto governance.

2.EthicalAIPrinciplesinPractice

Ethicalgovernancegoesbeyondpublishingprinciples;it operationalisesthem:

A.Transparency

StudentsandfacultymustknowwhenAIisinvolvedin academicoradministrativedecisions.AI-assistedgrading, automatedfeedback,andalgorithmicadmissionsscreening shouldbedisclosed.

TheEUAIActmakestransparencymandatoryforhigh-risk AIapplications;institutionsoperatinginEuropehaveno choice.

B.FairnessandBiasAuditing

AIsystemstrainedonhistoricaldatasetscanreproduce structuralinequalities.ArizonaStateUniversity’sAITask Force,establishedin2023,requiresbiastestingbeforeany AItoolisdeployedinstudent-facingapplications,amodel thatotherinstitutionsarebeginningtoadopt.

C.Accountability

Finaldecisionsinvolvingstudentsorstaffmustremain underhumanauthority AIinforms;humansdecide. Thisprincipleisembeddedinmostleadinggovernance frameworksandisabaselinerequirementunderEUAI Actprovisionsforhigh-risksystems.

3.Human-in-the-Loop(HITL)Oversight

RatherthanpermittingAIsystemstooperate autonomously,HITLgovernancerequireshuman reviewateverycriticaldecisionpoint.

AnAIsystemmightanalysestudentengagement patternsandflagstudentsatriskofdroppingout,but advisorsretainfulldecision-makingauthorityoverany intervention.

MIT’spublishedAIPolicyPrinciplesidentifyHITL oversightasafoundationalstandardforAIsystemsthat affectstudentoutcomes,apositionreflectedinthe broadergovernanceframeworksmanyresearch universitiesarenowformalising.

ThisapproachallowsinstitutionstogainAI-driven insightswhilepreservingacademicaccountabilityand legaldefensibility

4.ContinuousMonitoringOverStaticPolicy

TraditionalITpoliciesareapprovedonceand periodicallyreviewed.AIgovernancecannotworkthis way.AImodelsareupdated,trainingdatachanges,and newcapabilitiesemergeontimelinesthatannualpolicy reviewscannotmatch.

TheOECD’sFrameworkfortheClassificationof AISystemsrecommends“continuousassurance” models,ongoingmonitoringofAIbehaviourrather thanone-timeapproval.

Universitiesadoptingthisapproachbuildaudit mechanismsdirectlyintotheirAIprocurement contracts

AIGovernanceandAcademicIntegrity

GenerativeAIhastransformedacademicintegrityfrom aplagiarismproblemintoanauthorshipproblem, andthetworequirefundamentallydifferentresponses.

ThisisoneofthemostvisibleplaceswhereAI governanceinhighereducationdirectlyshapes thestudentexperience.

Traditionalplagiarismdetectionlookedfor copiedtext.AI-generatedcontentisoriginalby definition,renderingtoolslikeTurnitin insufficientasstandalonesolutions.

TheUniversityofOxford’sAcademic IntegrityFramework,revisedin2024, explicitlyacknowledgesthis,pivotingfrom detection-firstapproachestowardassessment redesignandtransparentdisclosurepolicies.

Leadinginstitutionsarerespondingacross threefronts:

1.AssessmentRedesign

Oralexaminations,project-basedwork,and in-classanalyticaltasksevaluateunderstanding thatAIcannotsimulate.

Stanford’sHassoPlattnerInstituteofDesign haspilotedprocessdocumentationapproaches inselectcourses,wherestudentssubmitdrafts, annotations,andreflectivejournalsthat demonstratethethinkingbehindoutputs,not justtheoutputsthemselves.

2.Disclosure-BasedPolicies

Ratherthanattemptingblanketbans,which EDUCAUSEnotesarelargelyunenforceable, institutionslikeUniversityCollegeLondon nowrequirestudentstodeclarewhenandhow AItoolswereused,treatingtransparencyasan academicskillinitself.

3.FacultyDevelopment

SeparateEDUCAUSEfacultyreadiness

findingsindicatethatfewerthan30%of facultyfeelconfidentdesigningAI-resilient assessments.

Governanceframeworksthatinvestinfaculty training,notjuststudent-facingpolicies, producemoreconsistentanddefensible integritystandards.

TheEUAIAct:WhatUniversitiesCannotIgnore

TheEUAIActintroducesthemostsignificant regulatorychangeforuniversitiesoperatinginorwith EuropeaninstitutionssinceGDPR.

Keyimplicationsforhighereducation:

● High-riskclassification:AIsystemsusedfor studentassessment,admissionsscreening,and performancemonitoringfallundertheAct’s high-riskcategory

Thesesystemsrequireconformityassessments,bias testing,humanoversightmechanisms,andfull auditabilitybeforedeployment.

● Prohibitedpractices:AIsystemsthatuse subliminaltechniquesorexploitstudent vulnerabilitiesrelevantinthecontextofadaptive learningplatformsareprohibitedoutright.

● Extraterritorialreach:Universitiesoutsidethe EUthatprocessdatafromEU-basedstudentsor partnerwithEUinstitutionsmaystillfallunderthe Act’sscope.

InstitutionsthathavenotbegunEUAIAct complianceassessmentsarealreadybehind The Act’shigh-riskprovisionsapplyfromAugust2026 formostusecases.

AIVendorRisk:AGovernanceChecklist

EveryAItooladoptedbyauniversitycarries institutionalrisk.Astructuredvendorassessment protectsagainstshadowAIenteringthrough procurementchannels.

Universitiesincreasinglyapplyzero-trustsecurity principlestoAIvendorevaluation,treatingevery externalsystemasapotentialriskuntilverified,rather thantrustedbydefault.

BuildinganInstitutionalAIGovernanceRoadmap

Policywithoutimplementationisadocument,not agovernanceframework.InstitutionsbuildingAI governanceinhighereducationfromthegroundup shouldmovethroughfivestagessequentiallyrather thansimultaneously

Stage1:AIInventory

MapeveryAItoolcurrentlyinuseacrossteaching, research,administration,andstudentservices.Most universitiesdiscoversignificantlymoretoolsthan anticipated.

Thisinventoryprocessistypicallywhenthefullscaleof unsanctionedAIadoptionbecomesvisibleforthefirsttime.

Stage2:PolicyDevelopment

Draftacceptableusepolicies,researchethicsguidelines, procurementstandards,anddatagovernancerules.Policies shoulddefinewhatispermitted,whatrequiresapproval, andwhatisprohibited,withclarityonconsequences.

Stage3:GovernanceStructures

EstablishtheAIsteeringcommittee,datagovernance board,andethicsreviewpanel.Definedecisionrights clearly:whoapprovesnewAItools,whomonitors deployedsystems,andwhoescalatesconcerns.

Stage4:AILiteracyPrograms

Governancefailsiffacultyandstafflacktheknowledgeto applyit.TrainingshouldcoverresponsibleAIusein teaching,algorithmicbiasrecognition,andthepractical implicationsofinstitutionalpolicy,notjusttheexistenceof thatpolicy.

Stage5:ContinuousMonitoring

Buildreviewcyclesintogovernancefromdayone.AI systemschange.Regulationschange.Institutionalrisk profileschange.

AnnualauditsofdeployedAIsystems,quarterlyvendor reviews,andreal-timemonitoringofhigh-riskapplications shouldbestandardbythetimeauniversityreaches governancematurity.

PreparingforAgenticAI:TheNextGovernance Frontier

GenerativeAIisalreadyagovernancechallenge.Agentic AIsystemscapableoftakingautonomousactionsacross researchdatabases,schedulingsystems,administrative workflows,andcommunicationplatformswillbe substantiallyhardertogovern.

Multi-agentarchitectures,wheremultiple AIsystemscollaborateanddelegatetasks tooneanother,aremovingfromresearch labstoenterprisesoftware.Severalmajor edtechvendorsarealreadypilotingagentic toolsforstudentadvisingandcourse personalisation.

Foruniversities,thisraisesgovernance questionsthatcurrentframeworksarenot designedtoanswer.Earlyguidancefrom theWorldEconomicForum’sAI GovernanceAllianceandemerging institutionalpracticepointstowardthree priorityareas:

1.Accountabilitychains

WhenanautonomousAIagentmakesa decisionthatharmsastudent,current frameworksbuiltaroundindividualhuman decision-makersdonotmapcleanlyonto multi-stepautomatedpipelines.

Leadinginstitutionsarebeginningto designateanamedhuman“AI accountabilityowner”foreachdeployed agenticsystem,ensuringthatevery automatedworkflowtracesbacktoan identifiableindividualwithreview authority.

2.Accessgovernance.

Agenticsystemsrequiredynamic,scoped permissionsratherthanstaticaccessgrants.

Theemergingbestpracticealignedwith zero-trustprinciplesalreadyappliedto vendorevaluationistograntagenticAIthe minimumpermissionsrequiredfora specifictask,withautomaticexpirationand human-triggeredre-authorisationfor sensitivedataenvironments,including studentrecordsandresearchrepositories.

3.Pipelineauditability

Multi-agentsystemscanobscuretheorigin ofindividualdecisionsacrosslayersof automateddelegation.

Universitiesbuildingagenticgovernancepoliciesareprioritising end-to-endloggingrequirements,mandatingthateveryagentaction, handoff,anddecisionpointisrecordedinanimmutableaudittrailthat humanreviewerscaninterrogateafterthefact.

TheWorldEconomicForum’sAIGovernanceAlliancerecommendsthat institutionsbegindevelopingagenticAIgovernancepoliciesnow,before deploymentpressureforcesuniversitiesintoreactivepolicymaking.

TheFutureofResponsibleAIinHigherEducation

AIwillreshapeeveryfunctionofthemodernuniversity,learning,research, operations,andstudentsupport,buttheshapeittakeswillnotbe determinedbythetechnologyalone.

Itwillbedeterminedbythechoicesinstitutionsmakenowabout accountability,oversight,andwhoseinterestsgovernanceisdesignedto protect.

StrongAIgovernanceinhighereducationisnotaconstraintoninnovation. Itistheconditionthatmakesinnovationdefensible:tostudentswhosedata isatstake,toregulatorswhoarewatching,andtothepublicthatgrants universitiestheirsociallicensetooperate.

Theuniversitiesthatwilldefinethenexteraofhighereducationarenot necessarilytheearliestadopters.Theyaretheonesbuildingtheinstitutional infrastructuretoensurethateveryAIsystemtheydeploycanbeexplained, audited,and,ifnecessary,stopped.

Ifyoufoundthisinsightvaluable,shareitwithacademic leadersandcolleagueswhoareshapingthefutureofresponsibleAIin highereducation.

Shadab Mestri

GLENBROOK High School

The ‘Ferris Bueller’School That Became a National Powerhouse

TostandoutsideGlenbrook NorthHighSchoolisto standinaframeofcollective memory Youcanalmostseehim:Ferris Bueller,impossiblycool,convincinghis girlfriendSloanetoskipschoolfrom thepayphonenearthefrontsteps.The building,alongsweepofbrickand glass,isanicon,abackdropforthe cinematicangstandadventureof filmmakerJohnHughes,analumnus whouseditsexteriorsfor Ferris Bueller’s Day Off anditsinteriorsfor The Breakfast Club.Formillions,this schoolisShermer,Illinois—afictional suburbthatfeelsmorerealthanthe actualtownsofNorthbrookand Glenviewitserves.

ButthestoryofGlenbrookHighSchoolDistrict225isfarmorecomplex andimpressivethanitscelluloidfamesuggests.Thisisnotadistrict preservedintheamberofthe1980s.Itisathriving,meticulously managededucationalenterprise,atwo-schoolpowerhousethatserves approximately5,200studentsandfunctionsasacasestudyinwhata publicschooldistrictcanachievewithvision,relentlessinvestment,and overwhelmingcommunitysupport.TheHollywoodnostalgiaisthehook; therealityisastoryofstrategicevolution.AsSuperintendentDr.R.J. Gravelputsit,thedistrictisbuiltona“proudlegacyofexcellenceanda boldvisionforthefuture,”amissiontoempowerstudentsto“grow, thrive,andcontributemeaningfullytosociety.”

ATaleofTwoGlenbrooks

Thedistrict’sstorybeginswithasingleschoolandaclevername.In 1953,NorthfieldTownshipopenedGlenbrookHighSchool,itsnamea neatportmanteauofthetwoprimarycommunitiesitserved:Glenview andNorthbrook.Butasthesuburbsswelled,onebuildingwasn’t enough.In1962,thedistrictcleavedintwo.Theoriginalbuildingwas renamedGlenbrookNorth(GBN),andanewcampus,Glenbrook South(GBS),openedinGlenview Thus,the“Glenbrooks”were born—twodistinctschoolswiththeirownmascotsandidentities,yet boundtogetherunderthebannerofDistrict225

Today,theyaresiblinginstitutionsthatshareareputation forexcellence.Theypullfromanetworkoffeeder schools—WoodOaks,NorthbrookJuniorHigh,Attea, Springman,andportionsofFieldandMaple—channeling studentsintooneofthetwomaincampusesor,forthose withspecificneeds,intoGlenbrookOff-Campus(GBOC), atherapeuticdayschool.Thispipelinehasbecomeoneof themostsuccessfulinthecountry,atestamenttoa philosophythatmarriesrigorousacademicswithafocuson belongingandwell-being.

MoreThanJustaMovieSet

LongbeforeFerrisBuellertookhisdayoff,Glenbrookwas alreadyonthemap.Inthelate1950s,anationalmagazine namedthethen-fledglingschooloneofthetop44inthe country.In1984,PresidentRonaldReagan’sadministration bestoweduponGBNtheExcellenceinEducationAward.

Themostresonantendorsement,however,cameon January22,1997.PresidentBillClintonstoodintheGBN fieldhouse,nottotalkaboutmovies,butaboutmathand science.Localstudentsinthe“FirstintheWorld” consortiumhadjustbeatenglobalcompetitors,scoringfirst inscienceandthirdinmath.Clintonlaudedthedistrict’s ethos,ablendoflocalcontrolandhighambition.“You didn’tuseitasanexcusenottothrowyourhatinthering,” hepraised.“Iwouldstillbeheretopatyouontheback becauseyouhadthegutstodoit.”Lessthanamonthlater, hereferencedtheachievementagaininhis1997Stateof theUnionaddress.TheGlenbrookswerenolongerjusta backdrop;theywereanationalbenchmark.

TheBusinessofConstantImprovement

Thatbenchmarkismaintainedthroughaphilosophyof perpetualmotion.Awalkthrougheithercampusrevealsa districtthatneverstopsbuilding,renovating,andupgrading. It’sacorebusinessstrategy.AtGBN,a2006referendum fundedastate-of-the-artFitnessCenter,anexpandedmusic area,andasun-drenchedmainentrance,allcompletedby 2009.AtGBS,thepaceofimprovementhasbeendizzying, withmajorworkdonenearlyeveryfewyearssince2002 Renovationsin2024-2025aloneincludedrevampedparking lots,remodeledandnewall-genderbathrooms,andanew woodshopafterafire.

ThemodernGlenbrookclassroomisalessoninpedagogical design.Flexibleseatingenhancescollaboration.Dimmable lightingallowsstudentstoviewaprojectionscreenwhile takingnotes.

Massivewhiteboardsareusedforeverythingfromsolvingmath problemstopracticingChinesecharacters.EventheGBOC therapeuticschoolfeaturesaCrossFitgym,ensuringequitable accesstotop-tierequipment.Thisisn’tjustaboutshinynew facilities;it’saboutcreatingphysicalspacesthatactively supportthedistrict’seducationalgoals.

TheEnginesofAchievement

TheresultsoftheGlenbrookmodelareundeniable.GBNwas rankedthe48th-bestpublichighschoolintheUnitedStates byNichein2022.In2021,96%ofitsseniorsgraduated,with 98%enrollingincollege.Thatclassincluded14National MeritSemifinalists AtGBS,thestoryissimilar,withthe schoolconsistentlyrankedamongthebestinIllinois.

Nowhereisthedistrict’sdominancemoreapparentthaninitsdebateprogram.GBNwasrankedthetopdebateschoolofthe 20thcenturyand,in2004,becametheonlyprogramevertowinthe“TripleCrown,”sweepingthethreemajornational championships.GBShasitsowntroveofnationaldebatetitles.Thisintellectualrigorismirroredinthediversestudentbody.

AtGBN(asof2021),thepopulationis71.4%White,17.9%Asian,and5.4%Hispanic,withalargeJewishcommunity thatledtheschooltoaddHebrewtoitslanguageofferings.AtGBS,42%ofstudentsarefromminoritygroups,including 18.1%Asianand11.3%Hispanic.ClubsliketheBlackStudentUnion,HellenicClub,andGenderSexualityAlliance (GSA)reflectthisvibrantculturaltapestry

AthleticsareanequalpartnerintheGlenbrookidentity.Theschoolshavewonastaggeringnumberofstatechampionships. GBNmadehistoryin2005bybecomingthefirstlarge-enrollmentschoolinIllinoistohavewonstatetitlesinfootball, basketball,andbaseball.Itsboys’tennisandhockeyteamsareperennialpowerhouses,anditsgirls’golfteamwon back-to-backstatechampionshipsin2023and2024.GBShascapturedstatetitlesingirls’basketball,boys’volleyball,and fieldhockey ThisistheculturethatproducedathleteslikeNBAcoachChrisCollins,MLBplayerJasonKipnis,andDuke basketballphenomandheadcoachJonScheyer,whose52pointsinaGBNgame—21oftheminthefinal75seconds—is thestuffoflocallegend.

ThisistherealstoryoftheGlenbrooks.It’saplacewhereapresidentialcitationhangsalongsideamovieposter,wherea world-classdebateteamsharesthespotlightwithastate-championfootballteam.Itisadistrictthatfaceddownascandaland emergedstronger,onethatinvestsinitsfutureasrelentlesslyasithonorsitspast.Fromasinglebuildingnamedfortwo towns,ithasbecomesomethingmore:anationalmodelforthepowerandpotentialofpubliceducation.

Online Schools K-12 TEXAS

How Virtual Learning Really Works

AcrossTexas,morefamiliesare searchingforK-12onlineschoolsin Texasthattheycanrelyon,asparents seekflexiblealternativestotraditional classrooms.

Whatbeganasalimitedoptionforcredit recoveryorremotelearnershasdevelopedintoa structuredecosystemofpublicvirtualschools, university-runprograms,andaccreditedprivate academies.

Today,studentscancompletetheirentireK–12 educationonlinewhilestillmeetingstate academicstandards.Publicvirtualprograms operateundertheoversightoftheTexas EducationAgency,ensuringthatstudentsfollow thesamecurriculumexpectationsasthosein physicalclassrooms.

Thisincludesattendancetrackingthrough instructionalminutesandparticipationin statewideassessments.

MajorstatewideprogramssuchasTexasVirtual AcademyatHallsville,TexasConnections AcademyatHoustonISD,andiUniversityPrep havemadefull-timevirtuallearningaccessibleto thousandsofstudents.

Yetchoosingtherightoptioncanbecomplex. Programsdifferinaccreditation,teachingformat, enrollmentrules,andcost.Forparentsbeginning thisresearch,understandingthesedifferencesis thefirststeptowardfindingaprogramthattruly fitstheirchild’slearningneeds.

UnderstandingOnlineK–12Educationin Texas

OnlineeducationinTexasisnotasingle programbutanetworkofvirtuallearning modelsthatallowstudentstocomplete courseworkoutsideatraditionalschool building.Theseprogramscombinedigital curriculumplatforms,certifiedteachers,and structuredschedulestodeliverfullacademic instructionremotely.

ThesystemisoverseenbytheTexasEducation Agency(TEA),whichensuresthatpublic virtualschoolsmeetthesameaccountability standardsasbrick-and-mortarcampuses.

Forfamilies,thismeansonlineschoolingcan stillprovide:

● Texas-alignedcurriculumstandards

● Certifiedteachers

● Gradedcourseworkandprogressmonitoring

● Statetestingrequirements

Whatdiffersishowlearningisdelivered.

Mostonlineprogramsuseamixoftwo instructionalformats:

1.Synchronouslearning

Studentsattendliveonlineclasseswhere teachersdeliverlessonsinrealtime.These sessionsallowinteraction,discussion,anddirect instructionsimilartoaphysicalclassroom.

2.Asynchronouslearning

Studentscompletelessonsattheirownpace throughrecordedlectures,assignments,and digitallearningmodules.Teachersmonitor progressandprovidefeedbackthroughthe learningplatform.

Manyprogramsblendbothapproachesto balanceflexibilitywithacademicstructure.

TexasLawsGoverningVirtualSchools

OnlineK–12educationinTexasoperates withinadefinedlegalandpolicyframework designedtomaintainacademicaccountability whileexpandingdigitallearningopportunities.

ThecentralregulatoryauthorityistheTEA, whichoverseespublicvirtualschool operations,fundingeligibility,andacademic performancerequirements.

Virtualprogramsmustfollowstatestandards relatedto:

● CurriculumalignmentwithTexasEssential KnowledgeandSkills(TEKS)

● Certifiedteacherinstruction

● Attendanceverificationthrough instructionalminutes

● Participationinstatewideassessments

Thisframeworkensuresthatstudentsenrolled inonlineprogramsreceiveaneducation comparabletothatoftraditionalpublic schools.

1.TheRoleoftheTexasEducationAgency

TheTEAisresponsiblefor:

● Approvingvirtualcampusoperations

● Monitoringacademicoutcomes

● Verifyingaccreditationstatus

● Ensuringcompliancewithstatetesting requirements

ForparentsevaluatingonlineschoolsinTexas, TEAoversightisanimportantindicatorof programlegitimacyandquality

2.TransitiontoChapter30BVirtualEducation

Texashasrecentlymodernizeditsapproachtodigitallearning throughupdatedlegislationgoverningfull-timevirtualcampuses.

Thenewframeworkexpandstheauthorizationprocessforschool districtstooperatevirtualprogramswhileclarifyingexpectations aroundfunding,attendance,andinstructionaldelivery.

Underthismodel,virtualschoolsmustdocumentstudentengagement throughinstructionalminutesandcourseworkcompletion,whichare usedtocalculateAverageDailyAttendance(ADA)forfunding purposes.

AccreditedOnlineK–12SchoolsinTexas

WhenparentssearchforTexasK-12onlineschools,themost importantfactortoverifyisaccreditation,whichensuresthatthe schoolfollowsstateacademicstandards,hiresqualifiedteachers,and issuesdiplomasrecognizedbycollegesandemployers.

PublicvirtualprogramsinTexasoperateunder theoversightoftheTexasEducationAgency, whilesomeprivateorindependentprogramshold accreditationthroughorganizationssuchas CogniaortheTexasPrivateSchoolAccreditation Commission.

Forfamilies,thismeansthatnoteveryonline schoolisequal.Somearetuition-freepublic programs,whileothersoperateasprivate academieswithseparatetuitionstructures.

Belowaresomeofthemostrecognized accreditedonlineprogramsavailabletoTexas students.

1.TexasVirtualAcademyatHallsville

Oneofthelargestpubliconlineschoolsinthe stateisTexasVirtualAcademyatHallsville.

OperatedthroughtheHallsvilleIndependentSchoolDistrict andpoweredbythedigitalcurriculumproviderStrideInc., theacademyservesstudentsfromkindergartenthroughhigh schoolacrossTexas.

Keyfeaturesinclude:

● Tuition-freepublicenrollmentforTexasresidents

● State-certifiedteachers

● Structuredliveandself-pacedlearningsessions

● Collegeandcareerreadinesspathways

TheprogramfollowsTexascurriculumstandardsand requiresparticipationinstateassessmentsadministered underthesupervisionoftheTexasEducationAgency

Formanyfamilies,thisprogramofferstheclosest experiencetoatraditionalpublicschooldeliveredvirtually.

2.TexasConnectionsAcademyatHoustonISD

Anothermajortuition-freeoptionisTexasConnections AcademyatHoustonISD.

ThisprogramoperatesthroughtheHoustonIndependent SchoolDistrictandusesdigitallearningsystemsdeveloped byPearson.

TheacademyservesstudentsingradesK-12andfocuseson astructuredscheduleofliveclassescombinedwith independentcoursework.

Studentsbenefitfrom:

● Real-timeteacherinstruction

● Interactivedigitalcurriculum

● Collegepreparationpathways

● Studentclubsandvirtualextracurriculars

ProgramslikethishighlighthowTexasdistrictsare expandingaccesstofull-timevirtualpubliceducation.

3.iUniversityPrep

Foracademicallydrivenstudentsseekingadvanced coursework,iUniversityPrepiswidelyrecognizedasone ofthemostrigorousvirtualschoolsinTexas.

OperatedbytheGrapevine-ColleyvilleIndependentSchool District,theprogramservesgrades5–12andemphasizes collegereadiness.

Distinctivefeaturesinclude:

● ExtensiveAdvancedPlacement(AP)courseofferings

● Dual-creditopportunitieswithuniversities

● Competitiveacademicadmissionscriteria

4.TexasTechK-12

University-basedonlineprogramsareanotherpathwayfor Texasstudents.

TexasTechK-12,operatedbyTexasTechUniversity,offers flexibleonlineinstructionforstudentsworldwide,including Texasresidents.

Unlikedistrict-runvirtualschools,thisprogramallows studentsto:

● Enrollatanytimeofyear

● Workthroughcoursesattheirownpace

● Recovercreditsoraccelerategraduation

TheprogramisaccreditedthroughCogniaandprovidesa fullyrecognizedhighschooldiploma.

Thisflexibilitymakesitpopularamongstudentsbalancing academicswithathletics,performingarts,ortravel schedules.

5.UTHighSchoolOnline

Anotheruniversity-operatedoptionisUTHighSchool,part ofTheUniversityofTexasatAustin.

UTHighSchoolprovidesfull-timeonlinediplomaprograms aswellasindividualcourseenrollments.

Studentsbenefitfrom:

● Accreditedonlinecurriculum

● Certifiedteachers

● Flexiblepacingoptions

● Collegepreparatorycourses

Tuition-FreevsPrivateOnlineSchoolsinTexas

Acommonmisconceptionamongfamiliesresearchingonline schoolsinK–12Texasisthatallprogramsrequiretuition.

Inreality,Texasofferstwoprimarycategoriesof virtualschools.

1.Tuition-FreePublicVirtualSchools

Theseschoolsoperatethroughpublicschooldistricts andarefundedbythestate.Texasresidentsgenerallydo notpaytuition,thoughenrollmentmaybelimitedby capacityandeligibilityrequirements.

2.PrivateorIndependentOnlineSchools

Privateprogramsoperateindependentlyfromthepublic schoolsystem.

Examplesinclude:

● TexasTechK-12

● UTHighSchool

Theseschoolstypicallychargetuitionbutoffer advantagessuchas:

● flexibleenrollmentschedules

● individualizedpacing

● globalstudentaccess

HowOnlineK–12SchoolWorksinTexas

FormanyparentsresearchingK-12onlineschoolsin Texas,thebiggestquestionissimple:

What does a normal school day actually look like?

Whileeveryvirtualprogramhasitsownstructure,most followapredictableroutinethatcombineslive instruction,independentlearning,andteacher interaction.Publicprogramsoperatingunderthe oversightoftheTexasEducationAgencymuststillmeet theacademicexpectationsrequiredoftraditional schools.

Studentscompletetheircourseworkthroughsecure digitallearningplatformswhereteachersassignlessons, trackattendance,andmonitoracademicprogress.

Atypicalvirtualschooldayusuallyincludesthree components.

1.LiveVirtualClasses

Manyonlineschoolsschedulereal-timeclasseswith certifiedteachersseveraltimesperweek.Thesesessions functionsimilarlytotraditionalclassroominstruction.

Studentsloginto:

● Attendlectures

● Participateindiscussions

● Askquestions

● Collaboratewithclassmates

ProgramssuchasTexasConnectionsAcademyatHouston ISDandTexasVirtualAcademyatHallsvillerelyheavilyon thisformattomaintainstructuredlearning.

2.IndependentCoursework

Outsideofscheduledclasses,studentscompleteassignments independently

Lessonstypicallyinclude:

● Recordedlectures

● Digitalreadingmaterials

● Quizzesandassessments

● Project-basedassignments

Thisasynchronouslearningmodelallowsstudentstowork attheirownpacewhilestillmeetingweeklyacademic expectations.

3.TeacherSupportandFeedback

Althoughinstructiontakesplaceonline,teacherinteraction remainscentraltothelearningprocess.

Teachersprovidesupportthrough:

● Virtualofficehours

● Discussionboards

● Emailcommunication

● One-on-onetutoringsessions

ProgramssuchasiUniversityPrepemphasizeregular teacherinteractiontoensurestudentsremainacademically engaged.

TheRoleofParentsasLearningCoaches

OneofthedefiningcharacteristicsofonlineK–12education istheroleofparentsorguardiansasLearningCoaches.

ALearningCoachisnottheprimaryinstructor.Instead,they helpstudentsstayorganized,motivated,andaccountable throughouttheschoolday

Forparentswhowantadeepercomparisonbetween virtualschoolandafullyparent-ledapproach,our guideonhowtohomeschooloutlinesthekey differencesinstructure,cost,anddailycommitment.

Mostvirtualschoolsaskparentstosupporttheir childrenby:

● Ensuringstudentsattendliveclasses

● Monitoringassignmentcompletion

● Helpingmaintaindailylearningschedules

● Communicatingwithteacherswhenneeded

Foryoungerstudentsinelementarygrades,the LearningCoachrolecanrequiremoreinvolvement, whileolderstudentsinhighschoolgenerallymanage theirschedulesmoreindependently.

Mostprogramsprovideorientationresourcesand onboardingsessionstohelpparentsunderstandthis responsibilitybeforetheacademicyearbegins.

STAARTestingforOnlineStudents

Eventhoughinstructionhappensremotely,online studentsinTexasmuststillparticipateinstatewide assessments.

TheprimarytestingprogramistheStateof TexasAssessmentsofAcademicReadiness (STAAR)administeredunderthesupervision oftheTexasEducationAgency

Studentsenrolledinpublicvirtualschoolsare typicallyrequiredtocompleteSTAARexams atapprovedtestinglocationsordesignated schoolcampuses.

Theseassessmentsmeasureprogressin subjectssuchas:

● Mathematics

● Readingandwriting

● Science

● Socialstudies

Thisrequirementensuresthatvirtualschool studentsareheldtoidenticalacademic standardsastheirpeersintraditionalcampuses.

ComparisonofTopOnlineK–12Schoolsin Texas

Parentscomparingonlineschoolsoften struggletoevaluateprogramssidebyside.The tablebelowhighlightskeydifferencesamong someofthemostrecognizedvirtualschools availabletoTexasstudents.

Eachoftheseschoolsoffersadifferentlearning environment,whichiswhyparentsshould evaluateoptionsbasedontheirchild’s academicgoals,scheduleneeds,andlearning style.

HowtoEnrollinOnlineK–12Schoolsin Texas

Enrollmentproceduresvarydependingonthe typeofprogram,butmostK-12onlineschools inTexasfollowastructuredapplication process.

Publicvirtualschoolsoperatethroughschool districtsandmustfollowenrollmentpolicies establishedbytheTexasEducationAgency. Thismeansfamiliesmustverifyresidency, submitacademicrecords,andconfirm eligibilitybeforeastudentcanbeginclasses.

Theenrollmentprocessusuallyincludesthefollowingsteps.

Step1:VerifyEligibility

PublicvirtualprogramsgenerallyrequirestudentstobeTexas residents.Familiesmustsubmitproofofresidencyandprevious academictranscripts.

Schoolsmayalsorequest:

● Birthcertificateorstudentidentification

● Immunizationrecords

● Previousreportcardsortranscripts

Programswithcompetitiveadmissions,suchasiUniversityPrep,may alsoreviewacademicperformancebeforeacceptingapplicants.

Step2:SubmittheOnlineApplication

Familiescompleteanonlineapplicationthroughtheschool’s enrollmentportal.

LargeprogramssuchasTexasVirtualAcademyatHallsvilleandTexas ConnectionsAcademyatHoustonISDallowparentstoupload documents,selectgradelevels,andtrackapplicationprogressdigitally.

Step3:AttendOrientation

Onceaccepted,familiestypicallyparticipateinavirtualorientation session.

Thesesessionsintroducestudentsandparentsto:

● Thelearningplatform

● Dailyschedules

● Teachercommunicationsystems

● TheresponsibilitiesoftheLearningCoach

Orientationensuresthatbothstudentsandparentsunderstandhowthe virtualschoolenvironmentworksbeforetheacademicyearbegins.

EnrollmentWindowsParentsShouldKnow

ManyTexasvirtualprogramsopenapplicationsfortheupcoming schoolyearinthespring,thoughtimelinesvarybydistrict.Because manyprogramshavelimitedseats,earlyapplicationisstrongly recommended.

University-basedprogramssuchasTexasTechK-12andUTHigh Schooloftenprovidemoreflexibleenrollmentschedules,allowing studentstobegincoursesatmultiplepointsthroughouttheyear

Parentsresearchingonlineschoolsshouldalways confirm:

● Applicationopeningdates

● Grade-levelavailability

● Documentationrequirements

Planningearlysignificantlyincreasesthechancesof securingaseatinhigh-demandprograms.

HowtoChoosetheRightOnlineSchoolinTexas

Selectingtherightvirtualschoolisnotjustabout convenience.Thebestchoicedependsonhowwella programalignswithastudent’sacademicneedsand learningstyle.

Parentsevaluatingoptionsshouldfocusonseveralkey factors.

1.AccreditationandStateOversight

Alwaysconfirmthattheprogramisrecognizedbythe TexasEducationAgencyoraccreditedthroughreputable organizationssuchasCognia.

Forparentsalsoweighingtraditionaloptions,ourguideto thebestpublicschoolsintheUSAoutlineswhatstrong academicbenchmarkslooklikeacrossschooltypes.

Accreditationensuresthatdiplomasarerecognizedby collegesandemployers.

2.TeachingFormat

Differentschoolsbalanceliveinstructionandindependent learningdifferently

Someprogramsemphasizedailyliveclasses,whileothers allowstudentstoworkatamoreflexiblepace. Understandingthisstructurehelpsfamilieschoosea formatthatmatchestheirchild’slearningpreferences.

3.AcademicPathways

Manyonlineschoolsnowofferspecializedprogramssuch as:

● AdvancedPlacementcourses

● Dual-creditcollegeclasses

● Careerandtechnicaleducationpathways

ProgramslikeiUniversityPrepareknownforadvanced academicofferings,whileuniversity-basedprogramslikeTexas TechK-12focusonflexiblepacing.

4.StudentSupportServices

Virtualschoolsincreasinglyprovidesupportsystemssimilarto traditionalcampuses,including:

● Academiccounseling

● Tutoringservices

● Virtualclubsandactivities

Theseserviceshelpensurestudentsremainengagedandsocially connectedwhilelearningonline.

TheFutureofVirtualEducationinTexas

Onlinelearninghasmovedfarbeyonditsearlyroleasaniche optionforcreditrecoveryorremotelearners.Today,itrepresents anexpandingsegmentofTexaseducationpolicyandinnovation.

StateoversightfromtheTexasEducationAgencycontinuesto shapehowvirtualcampusesoperate,whileschooldistrictsand universitiesareinvestingindigitallearningplatformsthat providegreaterflexibilityforstudents.

Astechnologyevolves,virtualeducationwilllikelyplayaneven greaterroleinexpandingaccesstopersonalizedlearning pathwaysacrossTexas.

ASmarterWaytoExploreOnlineSchoolsinTexas

ThevirtuallearninglandscapeinTexasisbroad,well-regulated, andgrowing.ForfamiliesnavigatingtheK-12onlineschoolsin Texas,theoptionshaveneverbeenmorestructuredor accessible.

Whetherafamilyisdrawntothestructureofadistrict-runpublic programortheflexibilityofauniversity-affiliatedschool,there isaverified,accreditedoptiontofitnearlyeverystudent’sgoals.

Thekeyistoevaluateprogramsbasedonaccreditation, instructionalformat,andsupportservicesandtoapplyearly,as seatsinhigh-demandprogramsfillquickly

Ifyoufoundthisguidehelpful,shareitwithotherparents exploringonlineeducationinTexasandhelpthemmake confident,informeddecisions.

Shadab Mestri

The Public School That Breathes Like a Private One

OntheNorthShoreofLongIsland,aplace carvedintoapeninsulajust30commuting minutesfromManhattan,thereexistsa publicschooldistrictthathasbeenquietlyperfectingits craftsince1814.ThisistheGreatNeckUnionFree SchoolDistrict,acollectionoftenschoolsserving around6,900studentsfrommorethan40countries.Itis aplacewhereresidentsdon’tjustvaluepubliceducation; theyhaveexceptionallyhighexpectationsforit.The district’smotto,“WhereDiscoveryLeadstoGreatness,” isn’tjustapleasanttagline;it’samissionstatementthat permeateseveryaspectofitsexistence,fromits boardroomstoitsclassrooms.

TounderstandGreatNeckistounderstandacommunity thathasenteredintoacovenantwithitsschools.Thisisa placethat,inMayof2025,voteddecisively—1337to 320—toapproveanearly$290millionbudget,astaggering investmentinitschildren’sfuture.Thisisnotastoryofa flashy,experimentalchartersystemoranexclusivemagnet school.Itisthestoryofatraditional,public,K-12districtthat hasachievedsomethingextraordinarythrougharelentless, methodical,anddeeplyhuman-centeredpursuitofexcellence. Itisatestamenttowhatispossiblewhenacommunitydecides thatitspublicschoolswillbeitscrownjewels.

TheAnatomyofExcellence

ThesuccessofaplacelikeGreatNeckisnotaccidental;itis engineered.ThesystemisoverseenbySuperintendent Dr.KennethR.Bossert,whowasappointedin2023.

HeleadsfromthePhippsAdministrationBuildingat345LakevilleRoad,supportedbya teamofassistantsuperintendentsandguidedbythevisionoftheBoardofEducation.

Butthetruegovernance,theverysoulofthedistrict’sdirection,resideswiththis five-memberelectedboard.LedbyPresidentGrantTochandVicePresidentJoanneChan, thesearenotdistantbureaucrats;theyarecommunitymembers—trusteeslikeRebecca Sassouni,DonnaPeirez,andSteveChen—whodedicatetheirtimetothemonumental tasksofsettinglong-termgoals,overseeingpolicy,andservingasfierceadvocates foreverychildinthedistrict.Theirmeetingsarepublic,theiragendasareposted, andtheirworkissupportedbyadvisorycommitteesonbudget,curriculum,and legislation.Itisamodeloftransparent,grassrootsgovernance,aconstant, livingdialoguebetweentheschoolsandthecommunitytheyserve.

Thisstructuresupportsasprawlingyetintimateeducationallandscape.It includesfourelementaryschools(E.M.Baker,JohnF.Kennedy,Lakeville,and SaddleRock),anurseryschool(Parkville),twomiddleschools(NorthandSouth), andthreedistincthighschoolprograms.Thisisanecosystemwithafavorable student-teacherratioofabout10.5to1,anumberthatallowsforthekindof individualizedinstructionthatisoftenthehallmarkofexpensiveprivateinstitutions.

ACurriculumoftheWholeChild

Whiletheaccoladesarebuiltonacademicresults,GreatNeck’smissionisfarbroader: toprovidean“innovativeandcollaborativeeducationalenvironmentthatsupports academicexcellenceandthesocialandemotionalgrowthofallstudents”.Thisisnota euphemismforhightestscores.Thedistrict’sphilosophyisadelicatebalancebetween pushingforthehighestacademicpotentialandnurturingtheemotionallivesofits students.

ThisiswhereGreatNeckdistinguishesitself.Alongsideacurriculumrichinadvanced academics,thereisadeepcommitmenttoamulti-disciplinaryapproach.BothNorthand SouthhighschoolsareontheCollegeBoard’sAPHonorRoll,withSouthHighoffering around27-29APcourses.Theresultsareastounding:atSouth,60%ofstudentstookatleast oneAPexam,withmanysubjectsboastinga100%passratewithascoreof3orhigher.The district’sworldlanguageprogramisextensive,offeringFrench,Hebrew,Latin,Mandarin Chinese,andSpanish,oftenstartinginmiddleschool.

Butthefocusisn’tsolelyontraditionalacademics.Theartsandmusicprogramsarerobust,with theSouthHighmusicprogramstagingafull-scaleoperaandearningstateandnational recognition.StudentsareconsistentlynamedNationalMeritFinalists,AdvancedPlacement Scholars,andRegeneronScienceTalentSearchScholars.Thisisaplacedesignedtoproduce graduateswhoarenotjustcollege-ready,butlife-ready—criticalthinkersandproblemsolverswho arealsoempathetic,collaborative,andkind.

The

GreatNeckPromise

ThepromiseofaGreatNeckeducationisnotjustaboutwhathappensinsidetheclassroom;it’sabout theentireecosystemofsupportandopportunitythatsurroundseachstudent.Thisisaplacewherean astonishing90%ofstudentsatSouthHighparticipateinextracurricularactivities,choosingfromover 34interscholasticteamsandmorethan68clubs.Thesearenotjustafter-schoolhobbies;theyareintegral partsoftheeducationalexperience,fosteringleadership,identity,andavibrantschoolculture.

Theparentcommunityisnotapassiveobserverbutanactiveparticipant. Theyaredeeplyinvolvedinallfacetsofschoollifethrougheach school’sParentTeacherAssociationandthedistrict-wideUnited Parent-TeacherCouncil(UPTC).Thispartnershipbetweenparentsand thedistrictistheenginethatdrivesmuchofitssuccess.Itisashared understandingthattheresponsibilityforeducationdoesnotendatthe schoolhousedoor

Theresultsofthispromiseareclearandconsistent.Thedistrict’s graduationrateisinthemid-90s,withSouthHighrecentlyreportinga 99%graduationrateforitsclass.Between94-98%ofgraduatespursue highereducation,mostatfour-yearcolleges,andthedistrict’smeanSAT andACTscoresconsistentlyandsignificantlyexceednationalaverages.

APlaceforEveryone

Forallitshighachievement,GreatNeckisnotaone-size-fits-all pressurecooker.Akeypartofitssuccessisitsdeep-seatedcommitment toprovidingaplaceforeverykindoflearner Thisismostevidentinits alternativeeducationprograms.TheVillageSchoolisalong-standing, nationally-notedalternativehighschoolthatservesabout50students.It isanaccreditedandacademicallyrigorousprogramthatemphasizes personalization,portfolioassessment,andindividualizedpathwaysto collegereadiness.

InadditiontotheVillageSchool,thedistrictoperatestheSEAL program,asmallalternativeandcreditrecoveryprogramthatfocuseson differentiatedinstructiontoensurestudentsgraduateontime.These programsarenotafterthoughts;theyareademonstrationofthedistrict’s layeredapproachtomeetingthediverseneedsofitsstudents.The district’sbudgetreflectsthiscommitment,withsubstantialsums allocatedforspecialeducationstaffing,tuitionforspecialplacements, andotherrelatedservices.Thisisanintentionalinvestmentinensuring thateverystudent,regardlessoftheirlearningstyle,hasapathto success.

ACommunityofDiscovery

Intheend,thestoryoftheGreatNeckPublicSchoolsisnotjustabout beingoneofthebest.Itisastoryaboutthedeliberate,thoughtful constructionofacommunitythatvaluesbothintellectandintegrity, achievementandwell-being.Itisatestamenttowhatispossiblewhena communityinvestsnotonlyitstaxdollarsbutitstime,itstalent,andits trustinitspublicschools.

Thedistrict’smotto,“WhereDiscoveryLeadstoGreatness,”ismore thanjustahopefulphrase;itisthelivedrealityofthisremarkableplace. Itsuggeststhatthefoundationofaworld-classeducationisnotpressure, butpartnership;notcompetition,butcommunity.It’saquiet,powerful idea,andonasmallpeninsulaonLongIsland,itisproducingsomeof themostimpressiveresultsinthenation.

COMMUNITY

INVOLVEMENT

Is Key to a Better Society?

Evergetthatfeelingwhereyoulookaroundatyourtown,your

neighborhood,andyoujustthink, “Hmm, I wonder if I could contribute somehow?” It’snotalwaysaboomingthought,more likeaquietlittlenudge,right?Andthat,inanutshell,isoftenthestarting pointforwhatwecallcommunityinvolvement.It’snotabouthavingtojoina millioncommitteesoranythinglikethat(unlessyouwantto!),butit’smore aboutthosemomentswhereyoudecidetoactivelyparticipateinmakingthe placeyoulivealittlebitbetter,alittlemoreconnected.

Thinkaboutit–maybeit’shelpingoutatalocalfoodbank,orjustofferinga handtoaneighborwho’sstrugglingwiththeirgroceries.Thosesmallthings? Theyreallyaddup.Andyouknow,inaworldwherewe’reoftengluedtoour screens,actuallyengagingwiththepeopleandplacesarounduscanbe surprisinglyfulfilling.

So,inthisblogpost,we’regoingtokindofwanderthroughthiswholeidea ofcommunityinvolvement.We’lllookatwhyit’sactuallyimportant(beyond justfeelinggood),exploreawholebunchofdifferentwaysyoucanget involved,nomatterhowmuchtimeyouhave,andyeah,we’lleventouchon someofthethingsthatmightmakeyougo, “Ugh, I don’t know about that.” Readytoexplorehowyoucanbeamoreactivepartofyourcommunity?

Solet’sunpackthepowerof communityinvolement.

The“Why”beyondthefeel-good: Benefitsofcommunityinvolvement

Youeverjustkindafeellikeconnecting withfolksaroundyou,right?It’snot alwaysgottabesomebigorganized thing,justalittlefeelingyouwannabe morepartofthings.That’softenwhere communityinvolvementsortofpops up,youknow?Itain’talwaysabout joiningtonsofcommittees(unless that’syourthing!),butmoreabout thoseeverydaymomentsyoudecideto bepartofwhat’shappeninginyour neckofthewoods.Thinkofit:your community?Likeabigoldpotluck, andcommunityinvolvementisyou bringingyourdish.

Whybother,though?Well,solidreasonsbeyondjust feelinggood.For you:

● YouGetGoodatStuff!

Seriously.Communityprojectsteachunexpected skills–logistics,listening,teamwork.Andgetthis:a2013 studyactuallyfoundthatvolunteeringisassociatedwitha 27%higheroddsofemployment.That’sprettysignificant, right?Thestudylookedatdatafrom2002-2012andfound thiswasstatisticallysignificant.Interestingly,forfolks withoutahighschooldiploma,thatincreasejumpedto 51%,andforthoseinruralareas,itwasawhopping55%! So,yeah,it’snotjustabouthelpingout;itcanreallyhelp yourcareertoo.

● ItLiftsYourSpirits,ForReal.

Feelingdown?Gettinginvolvedcanbeagreatpick-me-up. Researchindicatesthatsocialsupportcanbenefitsymptoms ofdepressionin83%ofstudiesinvolvingnon-pregnant women.Plus,studieshavefoundthatvolunteeringhas significantpositiveeffectsonmentalhealthoverall. Volunteersoftenreportbetterphysicalhealthandlower ratesofdepressioncomparedtothosewhodon’tvolunteer. Infact,onestudyshowedthatanadditionalparticipationin voluntaryservicesresultedinan8.54%increaseinmental healthanda4.30%decreaseindepression.Andgetthis: 93%ofvolunteersreportedanimprovedmood,and79% reportedlowerstress!

● YouJustGrow,YouKnow?

Steppingoutsideyourusualroutine,meetingdifferent people,seeingtheirviewpoints–itchangesyou,makesyou moreunderstanding.Kindaliketravel,nojetlag.

Andforthecommunity:It’stheglueholdingittogether:

● MakesThingsStronger,NoLie.

Whenpeoplegetinvolved,theyconnect.Themetricfor socialcapital,whichincludesparticipationincommunity organizations,showsthis.Across-sectionalstudyeven lookedathoweconomicconnectedness,socialcohesion, andcivicengagementrelatetohealthacrossallUSstates. Plus,the2024AmericanSocialCapitalSurveyhighlights theimportanceoftheseconnections,evennotingracialand classdivisionsinhowsocialcapitalisformed.Itreally underscoreshowcommunityinvolvementiskeytobuilding thosevitalcommunitybonds.

● HelpsFixRealProblems.

Gotanissueintown?Foodbanklow?Parkrough? Communityinvolvementiswherefolksbandtogetherto act.

● CanEvenHelpLocalBusinesses,BelieveItOr Not.

Communitywherefolkscareandareengaged?Tendsto beamoreattractiveplace,helpslocalshopsthrive, benefitseveryone.

So,yeah,thatwarmfuzzyfeeling?Definitelyaplus.But therealpowerofcommunityinvolvement?Stronger individuals,moreconnected,resilientcommunities.

Explorethedifferentlevelsandtypesofcommunity involvement

Youknow,it’sfunny,thewaypeoplegetinvolvedin theircommunities.It’sneverjustonething,isit?Like, youseesomefolkswhoarejustnaturallydrawntothe big,organizedstuff,thecommitteesandtheofficial meetings.Andthenyou’vegototherswho,youknow, theyjustquietlydotheirthing,helpingoutaneighboror pickinguplitterinthepark.Thatwholespectrum,that’s communityinvolvement,really.It’sthisbig,sprawling thingwithallsortsofwaystojumpin,dependingon whatclickswithyou.

1. FormalVolunteering

Thisiswhatmostpeopleprobablypicture,right? Signingupwithareal-dealorganization–thelocal animalshelter,thefoodbankthat’salwayshustling, thosefolkstryingtosavetheplanet.Yougive‘emyour time,maybeyourskills,whateveryou’vegot.It’sa solidwaytofeellikeyou’recontributingsomething tangible,youknow?

2. CivicEngagement

Everfeellikethingscouldbebetterinyourtown?Well, thisiswhereyoucanactuallytrytodosomethingabout it.Voting,obviously,that’skey.Butit’salsoabout reachingouttoyourrepresentatives,showingupat thosesometimes-kinda-boringlocalgovernment meetings,andjustgenerallybeingawareand participatinginhowyourcommunityisrun.It’syour place,afterall.

3.

Philanthropy

Thisdoesn’tmeanyouhavetoberollingin dough,byanymeans.It’saboutgivingwhat youcan,whetherit’safewbuckstoacause youbelievein,donatingclothesyoudon’t wearanymore,orevenorganizingalittle bakesaletoraisemoney.Everylittlebit,as theysay.

4. InformalCommunityBuilding

Youknow,Isometimesthinkthisisthemost underratedpartofcommunityinvolvement. It’sthelittlethings–helpingyourelderly neighborwiththeirmail,startinga neighborhoodgarden,justbeingfriendly andsayinghitopeopleyouseearound.It’s thosesmallconnectionsthatreallymakea communityfeellike…well,acommunity

5. Skills-BasedVolunteering

Whatareyougoodat?Seriously,think aboutit.Gotaknackforfixingcomputers? Maybethelocallibrarycoulduseyourhelp. Goodatwriting?Non-profitsalwaysneed helpwiththatkindofthing.It’sacoolway touseyourspecifictalentstomakeareal difference.

6. DigitalInvolvement

Thesedays,youcanevengetinvolved withoutleavingyourcouch(thoughmaybe getupandstretchsometimes!).Online petitions,socialmediacampaignsforgood causes,evenvirtualvolunteering gigs–therearetonsofwaystocontribute usingtheinternet.It’sprettywild,actually.

Honestly,whenyoulookatallthese differentwaystogetinvolved,itkindofhits youthatthere’ssomethingouttherefor prettymucheveryone.It’sjustamatterof figuringoutwhatmakesyoutick,whatyou careabout,andhowyoucanbestuseyour timeandtalents.Andtrustmeonthisone, eventhesmallestbitofcommunity involvementcanhaveabiggerimpactthan youmightthink.

AddressingPotentialChallengesandDifficulties

Alright,sogettinginvolvedinyourcommunity?Soundsgreat,butreal lifehappens,right?Timecanfeelimpossibletofind.Thethingis,it doesn’thavetobehuge.Thinksmall–even15-30minutesaweek helps.Micro-volunteeringonlineorshortprojectscanwork.Find thoselittlepocketsoftime.

Thenthere’sthe“WheredoIevenstart?”feeling.Overwhelming, right?Thinkaboutwhatyoucareabout–animals,environment,kids? Googlelocalgroupsdoingthat.Theirwebsitesusuallylistneeds. Don’thesitatetoreachoutandaskwhathelptheyneed.

Workingwithdifferentpeople?Canbeinteresting.Differentviews, personalities.Sometimesyouclash.Rememberthesharedgoal. Patienceandgoodcommunicationarekey.

Feelinglikeatinycog?Especiallyinbigorganizations,impactcan feelsmall.Trysmaller,localgroupswhereyouseethedifferencemore directly.Orasktheorganizationhowyourhelpcontributes.

IswhatI’mdoingevenmattering?Youdon’twanttowastetime. Whenlookingatopportunities,understandtheirmissionandhow volunteershelp.Askaboutpastimpact.Thishelpsyoufeelyour involvementisvaluable.

Look,communityinvolvementisn’talwayseasy Therecanbe hiccups.Butbybeingsmartaboutitandtryingdifferentthings,you canfindwaystocontributethatworkforyouandmakeareal difference,evenifitfeelsalittleawkwardsometimes.

Makingcommunityinvolvementasustainablepartofyourlife

So,youwannamakethiscommunityinvolvementthingareal, lastingthing,right?Here’showitkindaworksforfolks,andyou know,formetoo,alittlebit:

Whatreallygetsyougoing?Like,whatdoyouactuallycareabout? Wheneveryoustepout,itshouldfeellikesomethingyou’redoing foryourownhappiness.Anyactivityyou’llbedoingshouldnotfeel likeaburdenorajobtoyou.Andthatcouldbeanythinglikefeeding strayanimals,birdsorevengoingtotheparkandmeetingpeople anddoingsomeactivitywiththemandbeingengagedwiththem. Totallyuptoyou.

Don’tthinkyougottabeasuperherorightoffthebat.Iremember whenIfirststarted,Ijustofferedtowalkthedogsonceaweek.Tiny thing,butitwasconsistent.That’sthesecretsauce,Ireckon–little bits,regularly

Thecoolsurprise?Thefolksyoubumpinto. Seriously,attheshelter,I’vemetsomeofthe mostawesomepeople,allintothesamekinda stuff.Makesshowingupwayeasierwhenyou knowyourbuddies’llbethere.

Anddon’tforgettopraiseyourself!Althoughit mayseemlikeasmallthing,astheysay,“Astitch intimesavesnine.”Realizethat,andmaybethen youcangiveyourselfabreakorgetsomegood night’ssleepknowingwhatyoudeserved!

Makingcommunityinvolvementathingyoustick withisreallyaboutfindingyourownrhythmand, yeah,enjoyingtheride.It’sthosesmall,regular actionsthatendupmeaningthemost,yaknow?

KeyTakeaways

Inthewindingdownofourcommunity involvementseries,herearesomekeyconceptsto takeawayandactuallymovethedialwith howeverthatlooksonthevolunteer end/rendezvous.Thesearethethreadsthatrun throughallthedifferentlivesofengagementyou canparticipatein.

● Everytimeyoustepup,howeversmall, createachainofpositiveimpact.

● Identifyingyourareaofinterestisamustif youwantthatlevelofinvolvementinorder forittobesustainableandenjoyableinyour life.

● Therelationshipsyoubuildwhileworking inthecommunityarefrequentlyasimportant toyou,ifnotmoreso,thanthework.

Besuretocredittheworkyouputin,everylittle bitcreatesabigimpacttowardsastronger community.

Intheend,communityinvolvementisabout seeingthatweallhaveadutytogetherandjust howamazingcollectiveactionis.Alifelong adventurethatenhancesnotonlythepersonbut alsotheentirecommunity.

Tejas Tamhankar

LADUE SCHOOL DISTRICT

Cultivating Excellence in America’s Heartland

IntheintricateweaveofSt.LouisCounty,

Missouri,wheretraditionandprogressengageina quietdialogue,theLadueSchoolDistrictstands asatestamenttosustainededucationaldistinction.Itis notamonolithicentitysprungfromasingleblueprint, butratheraconfluenceofpurposedrawingstrengthfrom tendistinct,self-governedcommunities—Ladueitself, CreveCoeur,CrystalLakePark,Frontenac,Huntleigh, Olivette,RichmondHeights,TownandCountry, Westwood,andpartsofUnincorporatedSt.Louis County.Acrossthese19squaremiles,hometoover 27,000residents,thedistrictoperatesasafocalpointof sharedaspiration,eventhoughcurrently,onlyabouta quarterofthesehouseholdshavechildrenwalkingits schoolhalls.

Thisbroadbaseofcommunityengagement,extending beyondimmediateparenthood,speaksvolumesaboutthe perceivedvalueandintegralroleofLadueSchools.

Thedistrict’sarchitecturereflectsathoughtfulprogression oflearning:anearlychildhoodcenterthatwelcomesthe youngestminds,fourK-4elementaryschoolslaying foundationalstones,adedicatedFifthGradeCenter designedtonavigateapivotaltransition,adynamicmiddle schoolfosteringadolescentgrowth,andahighschoolthat servesasalaunchpadtofutureendeavors.Morethan 4,300studentspopulatetheseinstitutionsonanygiven schoolday,afigurethathassteadilyclimbed,surpassing 4,000inthe2013-14schoolyearforthefirsttimesince 1978andreaching4,367bytheofficial2024count.

Thisgrowth,a23%surgeoveradecade,signalsadistrict notjustmaintaining,butattracting—abeaconforfamilies seekingeducationalsubstance.

Withinthesestudentnumbersliesavibrantdiversityoften unseenbythecasualobserver.Sixty-fiveprimary languagesechointhehomesofitsfamilies,withChinese, Spanish,andRussianpaintingpartofthisrichlinguistic landscape.Thisisnotmerelyademographicstatistic;itis anactiveingredientintheeducationalexperience, preparingstudentsforagenuinelyglobalsociety

Thephysicalenvironmentkeepspacewithitspedagogical ambitions.Acommunitythattrustsitseducational stewardsaffirmedthisbypassingasignificant$126million bondreferenduminApril2021.Thiscommitment,the largestinthedistrict’shistoryandpassedwiththesecondhighestapprovalratingevenamidstaglobalpandemic, fundedtherecentlycompletedrenovationsofitsfour elementaryschoolsandthemiddleschool,ensuringthat Ladue’sfacilitiesarenotjustcurrent,butfuture-ready

TheLadueSchoolDistrictwasfirstorganizedin1939, shortlyaftertheCityofLadue’sincorporationin1936.Early pillarslikeSpoedeElementaryandRossElementary,builtin the1930s,markeditsfoundationalyears.Likemany Americaninstitutions,itshistoryincludesperiodsofsocietal reckoning.A1978case, U.S. v Ladue School District,saw thefederalgovernmentaddressdiscriminationinfacultyand staffhiring.Later,in1999,LadueexitedtheVoluntary InterdistrictChoiceCorporation(VICC),acity-county desegregationprogram.Thesemoments,partofitscomplex past,underscoretheongoingjourneyofanyenduringpublic institutionstrivingforequityandexcellence.

Today,thedistrict’smissionisunequivocal:“Wearea communitythatbelievesinthelimitlesspossibilitiesof learning.”Thisbelieftranslatesintofosteringthehighest academicachievementandpersonalresponsibility, recognizingandrespectingallcultures,challengingstudents toexcelaccordingtotheirindividualtalents, andinspiringthemtobecomeresponsible,contributing globalcitizens.

Thevisionisequallyclear:“Together,wewill empowereverystudenttobecomeapassionatelearner andachievetheirhighestpotential,”therebysettinga standardforacademicexcellencethatservesasa foundationforproductive,happylives.

TheSuperintendent:AStewardofTrustand Transformation

Atthehelmofthisendeavorsince2019standsDr.Jim Wipke,amanwhose32-yearcareerineducationisa narrativeofsteadfastcommitment.Hisjourneybegan withaBachelorofScienceinEducationfromHarrisStoweStateUniversity,followedbytwoMaster’s degreesfromSouthwestBaptistUniversity,and culminatinginaDoctorateinEducationfrom MaryvilleUniversityin2008.Itisapointofquiet prideforDr.WipkethatDr.DanDeschamp,who handedhimhisLafayetteHighSchooldiploma,also conferredhisdoctoraldegreeyearslater—asubtle continuityinalifededicatedtolearning.

Dr Wipke’sleadershipphilosophyisnotoneofedicts fromonhigh,butofbuildingstrong,collaborative relationshipswitheverystakeholder—students, educators,families,andthewidercommunity.His corebeliefisinopeningdoors,inproviding opportunitiesforallstudentstofindthetoolsfor success.Thisethosdirectlyfueledthepassageofthe historic$126millionbondissue.Leadingsuchan initiativetooverwhelmingsuccess,particularlyduring theuncertaintyoftheCOVIDpandemic,speakstoa deepreservoirofcommunitytrust—trustinhisvision andhisstewardship.Thetangibleresultsaremajor constructionprojectsinfiveoftheeightschool buildings,creatinglearningenvironmentsdesignedfor thefuture.

In2022,Dr.Wipkeandhisleadershipteam meticulouslycraftedaFive-yearStrategicPlan,a documentthatcontinuestoguidethedistrictthrough its“CollectiveCommitments.”Heviewsthedistrict’s diversitynotasachallengetobemanaged,butasa profoundstrength,andhasactivelyworkedwithinthe strategicplantobolsterthesediversityefforts.This commitmentisreflectedinthedistrict’srecent accolades:Niche,theeducationresearchcompany, rankedtheLadueSchoolDistrict6thnationwideinits latestassessment,animprovementfrom8ththe previousyear—apowerfulexternalvalidationofthe internaldedication.

OnedoesnotfindDr.Wipkeconfinedtohisoffice.Heis avisible,approachablepresencethroughoutthedistrict, afamiliarfaceatstudentathleticsandactivities.He extendshisconnectionthrougharegularlyupdatedblog andapodcast,moderntoolsforanage-oldpractice: buildingrapport.Thishands-onengagementisnota departurefromhisdutiesbutanintegralpartofthem.

HispathtoLaduewaspavedwithsignificant achievementselsewhere.AsSuperintendentoftheFox C-6SchoolDistrict,heskillfullynavigatedfinancial challenges,rebuiltcommunityrelationships,and implementedprogramsthatdemonstrablyimproved studentachievement,includingincreasedACT compositescoresandgreaterparticipationinPSATand advancedplacementcourses.Earlier,asExecutive DirectorofSecondaryEducationfortheRockwood SchoolDistrict,andasPrincipalofEurekaHighSchool andCrestviewMiddleSchool,hewasknownforhis collaborativestyle,hisunwaveringfocusonstudentcenteredpractices,and,anecdotally,arathereffective jumpshotduringlunchrecessbasketballgamesat Crestview—asmalldetailthatspeakstoaleader comfortableinallfacetsofschoollife.

Numerousawardspunctuatehiscareer,includingthe NSPRASuperintendenttoWatchin2020andMaryville University’s2024AlumniSchoolofEducationDean’s Award.Yet,Dr Wipkeisquicktoattributemuchofhis successtotheconstantsupportofhiswife,Jennifer,and thegroundinginfluenceofhisfamily.Hehascoachedall fourofhischildreninsoccer,arolehebelieveshasmade himabetterfatherandamoreeffectiveeducatorthrough thedaily,directworkwithyoungpeople.“Ourfutureis incrediblybright,”Dr Wipkeoftenremarks,“becauseof theamazingstudentsatLadueSchools.”Itisasimple statement,yetitcarriestheweightofprofound conviction.

AnEcosystemofLearningandAchievement

Theacademicheartofthedistrict,LadueHortonWatkins HighSchool,consistentlydemonstratesthefruitsofthis comprehensiveK-12approach.Withagraduationrate thatconsistentlysurpasses90%(89%of2024graduates matriculatingtocollege),thehighschoolisapowerful engineofopportunity.Standardizedtestingresults consistentlyplaceLaduestudentsabovebothstateand nationalaverages. Newsweek recognizeditsstanding, rankingit166thbestinthenationin2013,asignificant climbfrom188thjustayearprior,andfirstinMissouri.

LadueMiddleSchool,formerlyEastLadueJunior High,providesacrucialbridgeforstudentsinsixth througheighthgrades.ItsrecognitionasaNational SchoolofCharacterinMay2014highlightsan emphasisonholisticdevelopmentbeyondmere academics.TheinnovativeLadueFifthGradeCenter, establishedin2013onpropertyre-purchasedand redevelopedbythedistrict,offersaspecialized environmenttailoredtotheuniqueneedsofthisage group.

Thefourelementaryschools—Conway,Old Bonhomme,Reed,andSpoede—eachserveas nurturinggroundswherefoundationalskillsandalove forlearningarecultivated.Theyareintegralpartsof theirlocalneighborhoods,yetsharethedistrict-wide commitmenttoexcellence.ConwayElementary,for instance,enrolleditsfirstBlackstudentsin1965,a historicalmarkerinthedistrict'songoingjourney towardsinclusivity

Thedistrict’stotaloperatingrevenueisreportedat $49.9million,withoperatingexpensesat$50.2million. Ladueinvests$11,903perstudent,withteachersalaries averaging$62,697,arangethatreflectsacommitment toattractingandretainingqualifiededucators.

Thestudent-teacherratioofapproximately13.05allows foradegreeofpersonalizedattentionoftensoughtbut notalwaysachievedinpubliceducation.

ThestoryoftheLadueSchoolDistrictisnotoneof effortlessascendance,butofdeliberatecultivation.Itis anarrativeauthoredbydedicatededucators,anengaged andtrustingcommunity,andaleadershipthat understandsthattrueexcellenceisadynamicstate, requiringconstantattention,adaptation,andan unwaveringbeliefinthepotentialhousedwithinevery student.Inanerawherepubliceducationfacesmyriad pressures,Ladueoffersacompellingmodelofwhatcan beachievedwhenacommunityanditsschoolsworkin concert,guidedbyaclearvisionandanunshakeable commitmenttothefuture.Itis,byanymeasure,a districttobeadmired.