During the initial year of his teaching career, David Schuler observed that six students in his third-period U.S. History class were failing. Troubled by this, Schuler approached his principal to express his concerns regarding these students. To Schuler’s surprise, the principal dismissed the issue, stating that every garden has a couple of weeds. Reflecting on this incident, Schuler, now serving as a superintendent, shared his belief that school leaders should empower their teachers to become advocates for their students’ success.

Schuler’s remarks were delivered during the AASA’s Learning 2025 National Summit, where his High School District 214, located near Chicago, was among the 13 districts recognized by AASA for their dedication to enhancing educational systems. AASA collaborated with the Successful Practices Network, an organization that supports school districts and educators in reducing dropout rates and providing career and technical education resources. The program aims to encourage districts to inspire one another in driving positive change.

According to AASA Executive Director Dan Domenech, many individuals have written extensive reports on how education should transform and adopt new approaches, yet little progress has been made. However, the Learning 2025 Network, consisting of more than 120 school systems across the nation, strives to collectively enhance student outcomes and drive educational policy. Among these networks, the 13 "lighthouse" districts, including District 214, are regarded as exemplary educational systems for their efforts in transforming school culture, promoting student growth in social, emotional, and cognitive domains, and providing resources for educators.

The recognition received by these districts validates the tremendous work undertaken by their teachers and staff, as stated by Randall Squier, the superintendent of Coxsackie-Athens Central School District in upstate New York. They have been devoted to this work, and the recognition signifies their efforts in equipping students for their future.

One crucial aspect emphasized by the superintendents, including Squier and Schuler, during the summit was the redefinition of college and career readiness. Over the past few years, Squier and his team have worked tirelessly to offer the same opportunities to their students, similar to those available in larger metropolitan districts. Achieving this involved providing incentives for professional development among staff, implementing research projects for every student at each grade level, and facilitating student participation in internships and workplace programs. Collectively, these strategies enable Coxsackie-Athens’ students to fulfill a set of educational and social indicators, indicating their preparedness for college, career, and life. These indicators encompass traditional academic achievements, such as earning a GPA of B- or higher or taking the SAT exam, alongside life skills. Students can earn recognition for engaging in activities such as voter registration, completing personal finance courses, or participating in career exploration classes. Squier explained that if students can demonstrate proficiency in some of these indicators, the district has confidence in their readiness for graduation. As a symbol of achievement, the district awards green, yellow, and blue tassels to students who meet these requirements.

Schuler has adopted a similar approach in the High School District 214. Students are required to select a career area of interest, and their schedules are tailored accordingly. Building on this requirement, Schuler and his team systematically eliminated classes that failed to align with specific career pathways. The objective was to ensure that students derive value from every course they undertake in high school. By redesigning instruction and empowering students to have a say in their educational journey, Schuler believes they will be more successful as they become co-authors of their own path.

The AASA summit also provided an opportunity for superintendents to network in person, a rarity since the onset of the pandemic in 2020. Squier expressed his enthusiasm, highlighting the significance of sharing ideas to improve student outcomes and overall educational systems. He emphasized the aim of leaving the conference with at least one "aha" moment, as it signifies the conference’s value and impact.