More and more high school students are enrolling in college classes. Dual enrollment, also called Dual credit, is the fastest-growing post-secondary pathways in the country, as new research demonstrates its profound impact on student’s college and career readiness.

Fast Facts:  

• There were dually enrolled students in 2022, up from  
• offer dual enrollment courses. 80% of them on campus and 17% off campus at a local college. 
• of dual enrollment students attend community colleges.
• of community college students are in high school. 

Impact: 

High school students who complete dual enrollment classes :  

• Graduate high school 
• Go to college 
• Obtain a college degree 

These outcomes are constant across student groups, with students of color, low-income students, and those struggling academically all enrolling in college at much higher rates after taking dual enrollment courses.  

The Top Five Benefits of Dual Enrollment

1. College Readiness 

Dual enrollment introduces high school students to not only the rigor of college classes, but also their look, feel and format. This often means fewer hours spent in class, and more hours spent on homework – prompting students to hone their time management and study skills.  

This exposure eases students’ transition from high school to college, and gives them the confidence to know they can handle the rigor of college. If students struggle in dual enrollment courses at first, that simply means they are getting the bumps out of the way early.  

2. Cost Savings for Students and Families  

Through dual enrollment programs, students can take college classes for free, or at least a fraction of the cost. Each college credit completed in dual enrollment can save families hundreds – if not thousands – of dollars in tuition fees. 

Furthermore, dually enrolled students enter college with fewer credits required to graduate – many even leave high school with an associate’s degree under their belt. This slashes tuition fees and potential debt incurred in college, and might give those working through school the ability to allot more time to schoolwork. ��

For students from low-income backgrounds, these savings might be the key to them turning their college aspirations into reality.  

3. Jump-Start on College and Career

Dual Enrollment programs let students get a running start on college courses. If they already have a major in mind, they can knock out prerequisites or general education requirements so they can focus on in-major courses at college. This head-start is especially helpful for those pursuing careers that require years of higher education and advanced degrees. 

Students interested in vocational schools or trade certificate programs can begin their journey in high school by gaining practical, hands-on experience in their prospective field. 

For example, Hubbard High School in Chicago Public Schools, an �Ӱɴ�ýpartner school, introduced a certificate in advanced manufacturing, allowing students to hit the workforce right out of high school without needing further training.

4. Exposure to Academic Disciplines 

Local community colleges and universities offer students a wide range of courses that might not be available at their high school. This allows students to explore new subjects and career fields, helping them make informed choices about their postsecondary plans while possibly developing a lifelong passion or vocation.

The diverse offering of specialized and career-track classes can also engage students feeling unstimulated by their current classes. 

For example: 

• A student interested in world literature can dive into 20^th Century African American or Rennaissance literature, which might compel them more than AP English Literature.  

• A student passionate about snorkeling might be more engaged by an ecology or marine biology class taught at the local college than AP Bio, and therefore more likely to succeed.  

Dual enrollment also provides compelling subjects and hands-on career and technical education for students disinterested in traditional subjects or not eyeing college.

At Hubbard High School, school leaders opened access to dual enrollment opportunities by removing the test-in requirement for classes like nutrition and world languages, according to Assistant Principal Michael Krzysztofiak.

5. Increased Motivation and Confidence  

“Taking a dual enrollment course builds student confidence,” says Brandon Alfred, EOS’ Managing Director of Strategy. “Our research shows that just enrolling in and being successful in one dual enrollment course creates this momentum that students then ride into their post-secondary goals, whether it’s community college, university, a trade, or their career.” 

Read Brandon’s article on how educators can bridge persistent access gaps in dual enrollment  

Robert, the student from Glen Ellyn, enrolled in a speech class through the College of DuPage and came away with a newfound confidence in public speaking. He is excited to bring this skill to Millikin University this fall, where he will study personal training. 

“What we see is that when students get a chance, when they get these at-bats to prove to themselves and the rest of the world that they’re college capable, they’re rising to the occasion,” said Steve Sandak, Chief Growth and Data Officer at the . 

Whether it’s building new skills, fulfilling college requirements, or exploring future academic and career paths, dual enrollment helps students envision and embark on��their post-secondary journey in financially responsible way.

Read about how �Ӱɴ�ýhelps schools identify and enroll motivated students in advanced pathways like dual enrollment here.

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By Brennan LaBrie

What are Trusted Adults?

Trusted Adults are key to boosting student belonging, engagement and success in classrooms.

They are the teachers, coaches, counselors, and other staff who support, encourage and push students to challenge themselves and dream big. 

That’s why identifying each student’s trusted adult is crucial to unlocking their academic potential, especially for those navigating advanced coursework for the first time.  

These students can often feel intimidated and out-of-place in their new academic environment. Trusted adults step in to provide guidance, emotional support, and long-term mentorship that propels these students to success in these courses and beyond. 

Trusted adults nurture both the academic and personal growth of students. Our research has linked them with increased motivation, resilience, and self-confidence in students.  

Trusted Adults in Ann Arbor Public Schools 

Every staff member either is, or can become, a trusted adult. But how do school leaders find and train them to be champions for students? 

Jazz Parks, Superintendent of Ann Arbor Public Schools, knows a thing or two about this. Since 2016, Ann Arbor has partnered with �Ӱɴ�ýto boost advanced course enrollment and success, using trusted adults as a key driver.

We asked her what Trusted Adults look like in her schools, how her team identifies and equips them, and how they impact Ann Arbor’s students. 

Who can be a trusted adult? 

Anybody can be a trusted adult. It’s not just a teacher or staff person. It could be anyone who is an adult in the school with the students, who knows them well, who cares for them, who provides that sense of safety and comfort for students. 

What does a trusted adult do for your students? 

A trusted adult for our students is someone who encourages them to think beyond what they think they’re good at doing and demonstrates a belief in their ability to be in advanced programs; someone who talks to them about opportunities that they didn’t even think about for themselves, so that we can get students who would previously be unenrolled, uninformed or unaware of advanced programming into those programs and classes. 

What happens when students don’t name a trusted adult? 

Not having a trusted adult really is a barrier. It’s a barrier for their success, it’s a barrier for their belonging. When students don’t identify a trusted adult, we go back with staff and encourage them to look at students more holistically and see what it is about our students that we can tap into to be able to ensure that they feel belonging, that they feel engaged and like they have someone – at least one person – who is their champion, their advocate, who will speak up for them, believe in them and advocate for them no matter what. And we find that when teachers and staff look at students holistically, those engagement numbers and the percentages of students who are able to identify a trusted adult increase. 

What does belonging in advanced courses look like for your students? 

Belonging for our students in advanced classes means seeing themselves in the class, seeing themselves in the content and in the curriculum, seeing themselves as able to be successful in advanced coursework, and having those adults around them who believe in their capacity and potential to do advanced coursework and be successful. 

How has the �Ӱɴ�ýpartnership helped foster this sense of belonging?

Our partnership with �Ӱɴ�ýhas helped to cultivate a sense of belonging for our students and our staff by really focusing on our students being able to identify that trusted adult, and it also helped our staff understand that being a trusted adult for students really is a gateway for success. That is not something to be taken lightly or underscore.  

Being able to be a student’s person who believes in them, who advocates for them, and who really wants to ensure the student belongs in classes, in our schools and in our district, has really increased the engagement of students. 

Learn more about how �Ӱɴ�ýhelps schools identify and develop their trusted adults here.

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The Growing Popularity of Dual Enrollment

In high schools across the country, dual enrollment (or dual credit) programs are no longer a fringe offering. They’ve become a central pathway to college, .

Much of this growth has been driven by partnerships with community colleges, with one in five community college students still enrolled in high school. 

On the surface, this is exactly the kind of opportunity expansion we should want for students: more choices, more access, more chances to earn credit before stepping onto a college campus. But with more choice comes a new challenge: How do we ensure that all students are accessing the right options? 

Today’s students are navigating a complex maze of advanced offerings, including AP, IB and Dual Credit, and we can do more to help them understand which path fits best. It’s a gift to have so many options, but without strong advising, data visibility, and quality control, it becomes a challenge. 

EOS’ survey data paints a clear picture of how significant this gift of choice is for postsecondary preparation: Students in advanced courses are 12 percentage points more likely to find their classes challenging, and 14 points more likely to say they’re being prepared for college.  

Each advanced academic pathway offers distinct strengths. While they all provide students a head-start on college-level rigor and credit, Dual Enrollment is an ideal fit for those seeking hands-on experiences in vocational fields. Dual Enrollment as a particularly inclusive fast-track to career-path degrees and certifications.

To unlock students’ academic and future potential, educators need to match each student to the educational opportunities that best fit their needs, academic goals, and career aspirations.

So how do we ensure students are matched with the right pathways — and that those pathways deliver meaningful results? That’s where district and school leaders must act boldly.

Addressing access gaps in Dual Enrollment

At EOS, we’ve learned that representation without intentionality is not enough. Dual Enrollment may be more accessible in theory, but opportunity does not always translate to access. In fact, students of color, multilingual learners, and students with disabilities remain underrepresented in many Dual Enrollment programs across the country. 

Leaders can take four key steps to change this: 

Policy and education leaders have done amazing work expanding rigorous coursework options for students. Our job now is to make sure students aren’t just walking through new doors, but that the doors are open to everyone, and students know which one is right for them.  

Learn how �Ӱɴ�ý supports school districts in increasing student enrollment and success in advanced pathways like Dual Enrollment here.

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Chronic absenteeism has become a top issue for school leaders across the country, especially after absenteeism rates nearly doubled during the COVID-19 pandemic.  

Students are chronically absent if they miss just two days of school per month, or 10% of all school days in a year, according to most definitions.

As a school principal and superintendent for two decades, I dealt with chronic absenteeism directly. In this article, I lay out ten steps that I took to successfully boost student attendance and engagement in my school. 

The Impact of Chronic Absenteeism on Students 

Attendance was always a top priority for me as a school leader. I was proud of my school’s daily attendance rate, which usually hovered around 92%. Over my 13 years as Superintendent, however, this drastically changed.  

As attendance rates declined in my district and others nationwide, the concept of “chronic absenteeism” gained traction – and transformed my perspective on attendance.   

When we learned the adverse effects of a student missing just 18 school days a year, my team began allocating far more attention and resources to monitoring attendance and addressing it both thoughtfully and aggressively.  

We were especially moved to action by alarming research connecting chronic absenteeism to negative outcomes like: 

• Decreased engagement and lower grades 
• Increased drop-out risk 
• Increased feelings of isolation from peers and school community 
• Decreased confidence  
• Decreased post-secondary and vocational opportunities 

Chronic absenteeism also disproportionally impacts historically underserved student groups, who made up a significant percentage of my district. As absenteeism increased in my schools, so did access and achievement gaps.  

Strategies to Reduce Chronic Absenteeism

There are two approaches that I employed to combat chronic absenteeism: Systematic and interpersonal. Both approaches are impactful and, if taken in tandem, can successfully boost student engagement and attendance. 

• I start with five questions that school leaders should ask themselves about their school culture and interpersonal communication methods regarding absenteeism. 

• I then offer five actionable steps leaders can take to transform their systematic approach to boosting attendance.  

Approach 1: Interpersonal Changes 

1. Is your school’s culture inclusive of intentional joy and celebration?

• Is your school fun? Do kids enjoy coming to school? Are their parents happy that their kids are there?
• If not, how can you make school fun, celebratory, and memorable?

My team leaned on enthusiasm and cultural connections. Every morning my dean and I welcomed every student at the door with a handshake and a smile. Then, we held a school-wide morning meeting before going to classes. We used this time to offer motivation, expectations and celebration of accomplishments. We closed this time by reciting our daily creed, “My Heritage.” My staff even created their own pledge: “We will teach each child as if they are our own!” 

2. Are your students being offered a fresh start each day? 

• When students enter the building, are they being harshly reminded of their past infractions?  
• Is your school culture punitive or supportive in its approach to students?
• What message are you sending to students? Is it: “We are not having that today!” or is it: “Today is going to be a great day!” 

Some educators can take students’ behavioral offenses as personal offenses. We have to remember that these are children, and they will make mistakes. We must allow them the safe space to start over. It can be difficult to remember that a child’s previous behavior may be a symptom of challenges they are experiencing outside of school. Your campus culture should offer compassion and support for these children, so that they can grow as a student and person.

3. Do you miss your kids when they are absent?  

• How are you communicating to students and families that you miss them and love them? ��
• How are you intentionally connecting with them, person-to-person? 

Your correspondence with chronically absent students and their families should not just be in the form of letters, forms and handbooks. If a student misses school, and especially if a pattern of absenteeism emerges, pick up the phone. A personal message conveying the importance of attendance and the deep care that you have for that student can instill a sense of belonging in them. Students who feel that they belong at school, go to school. 

4. As a leader, how are you communicating the consequences of chronic absenteeism to your staff and parents?  

• Do parents and teachers know the definition of chronic absenteeism?  
• Do they understand the ways that missing even a few school days a month can have on their students’ learning, academic opportunities, and personal growth? 

The most attended PTA/PTSA meeting of the year is often the first one. Take this opportunity to express how important daily attendance is, define chronic absenteeism, and give examples of what this can do to the academic and socio-emotional development of their child. Let them know that you know their child, that you love them, and look forward to seeing them at the front door every morning.

5. How are you celebrating students with strong attendance?  

School leaders are constantly slammed with work and pressure to meet academic standards – and we sometimes forget to celebrate our wins. Before the 180 days of the school year are up, take a moment to formally announce, via intercom or assembly, which classes have perfect attendance. Then, offer tangible rewards, i.e. pizza parties, to those who are setting the standard for performance. This recognition becomes part of the school culture. Everyone notices what the leader values.

Approach 2: Systematic Changes 

1. Identify your district’s norms and systems for tracking attendance.

• Is there a clear system in place?
• Are teachers regularly taking attendance?  
• Are students marked present as a default? 

Clarity is key. Before you can move forward with a game plan for boosting attendance, you have to ensure that the absenteeism data you’re working with is accurate. Aligning norms and checking your student information systems is a crucial first step. 

2. Research your school’s rate of chronic absenteeism.   

• Analyze it. What does the data show you? Where are your biggest areas of improvement? 
• Compare it to other schools in your district.  
• Look for a state report that shares your school’s chronic absenteeism data. 

Do not hide this data; instead share it formally with your staff and stakeholders. This transparently shows that you are not making this priority up, and that it requires urgent action from your whole team. Inform them that this data is accessible to the public. What gets monitored, gets done. 

3. Create an Attendance Goal.  

• Once you’ve gathered the data, work with your staff to create a shared goal for attendance metrics (if one is not already established by your district). 
• Implement this goal as a top priority for your school, and make it a central part of your daily and weekly practices (see the interpersonal approaches above).  

4. Outline Clear Steps Towards Reaching Goal.  

• Use the shared goal to backwards map what the trajectory of this action plan looks like. 
• Produce data displays like charts and graphs that visualize monthly progress towards the goal. Everyone should know if you are moving in the right direction. 
• Make this work a priority, and reflect this commitment in your daily and weekly practices. 

5. Keep Your School Community Updated on Progress��

• During your standing meetings with your staff, PTA, and other stakeholders, revisit your action plan and provide progress updates. 
• Do the same in your newsletters and regular email cadences.   
• Use data displays to tell this story  
• Formally highlight the classes and teachers who are exceeding expectations    

Contact me or click here for more strategies on addressing chronic absenteeism. ��

You can also to learn more.

Dr. Ronald G. Taylor holds a doctorate in education from George Washington University and has over 28 years of successful professional service to students and families in public schools. His career includes 13 years as Chief School Administrator/ Superintendent of Schools for Willingboro Public Schools and the School District of South Orange and Maplewood in New Jersey. Dr. Taylor has also served as an Adjunct Professor of Education at Rowan University.

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Recent data from the College Board reveals that Illinois’ Class of 2024 has achieved unprecedented levels of AP participation and performance, with a notable 6.7 percentage point increase over the past decade in graduates scoring a 3 or higher on AP exams.  

�Ӱɴ�ýworks closely with 12 Illinois school districts, including Chicago Public Schools, to identify and support students capable of succeeding in advanced coursework. In collaboration with district administrators, school leaders, teachers, and counselors, we ensure that every student is seen, understood, and has the opportunity to realize their full potential.  ��

“At EOS, we take pride in supporting important advancements in educational access and enrollment, and we remain dedicated to providing all students with the opportunity to participate in challenging academic experiences that empower them for success beyond high school,” said Thomas Kirkley, �Ӱɴ�ýPartnership Director.

A National Leader in AP Success

We are proud to have contributed to Illinois ranking among the top five states in multiple AP success metrics, including: ��

• Third in the nation over the past 10 years for the percentage of graduates scoring a 3 or higher on an AP exam during high school. ��

• Fifth in the nation for the percentage of the Class of 2024 scoring a 3 or higher on an AP exam. ��

• Fourth in the nation for the percentage of Black/African American graduates taking an AP exam during high school. ��

• Fifth in the nation for the percentage of Hispanic/Latino graduates taking an AP exam during high school. ��

Launching into Open Access

In partnership with EOS, Chicago’s William Howard Taft High School achieved a 43-percentage point increase in advanced course participation among Black students over the past 4 years.

“We’ve launched into open access for all students to advanced-level classes, which is something that many of us have thought about, talked about, and wanted to do. However, we just didn’t have the data to support it,” said Eric Flores, Assistant Principal at William Howard Taft. “�Ӱɴ�ýcame through with that partnership, providing the data we needed to share with our stakeholders.”

�Ӱɴ�ýaims to help expand these achievements alongside our district partners by ensuring that all students have access to a high-quality education that prepares them for postsecondary and career success.

“Through our work with CPS and districts across Illinois, we’ve seen firsthand the incredible outcomes when students get access to advanced academic opportunities,” said Sarah Wellman, Senior Director of Partnership Development at EOS. “Together, Illinois schools and �Ӱɴ�ýare creating systems that more effectively acknowledge, support, and nurture the talent and genius of all students.” ��

EOS’ Impact Partners in Illinois

For more information on how to participate or support EOS’s work in Illinois and nationwide, click here or contact partnerwithus@eoschools.org.

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Now, she can add �Ӱɴ�ýOpportunity Champion to her list of titles.

Denson is part of the inaugural class of Opportunity Champions, �Ӱɴ�ýpartners recognized for doing exceptional work in transforming their district’s advanced academic pathways.  

Denson was nominated by �Ӱɴ�ýpartnership director Stephanie Sherer for her dedication and creative approaches to expanding access to advanced pathways for South Gwinnett’s students.

“Dr. Denson is a true advocate, working tirelessly to ensure that all students have the opportunity to pursue advanced opportunities in their areas of interest,” Sherer said. “She truly believes in fostering the unique abilities and skill sets of every student she serves.”

Denson is also a “passionate innovator,” Sherer added.

“In her first year, in a new building, she re-branded and re-marketed the AP program so that students feel a sense of pride and accomplishment participating in advanced opportunities. This strategy also serves to promote AP courses to potentially interested students.”

We asked Denson about the mission that drives her work, and the strategies her team employs to boost student enrollment and success in advanced courses. Read her responses below.

What drives you to continue working towards equal access and opportunity for your students?

My drive to continue the work of creating access and opportunity in my district is deeply rooted in my commitment to equity and my unwavering belief in the potential of every student. I am passionate about ensuring that all students — regardless of background, prior academic experiences, or perceived limitations — have the opportunity to engage in rigorous coursework and access the resources they need to succeed.

Seeing students thrive, build confidence, and compete on a national level because of the opportunities we create is incredibly rewarding. It reinforces the importance of breaking down barriers and fostering an inclusive academic environment where every student is encouraged to reach their full potential.

My favorite part of the work is leveraging real-time data from �Ӱɴ�ýsurveys to drive meaningful change beyond just Advanced Placement courses. The ability to use up-to-date insights has allowed me to meet the needs of a broader range of students, ensuring that we are not only supporting AP students but also identifying and addressing gaps in other areas of the school. This data-driven approach has made it possible to respond quickly to student needs, inform decision-making, and implement targeted interventions that have an immediate impact. Knowing that these efforts lead to tangible improvements in student outcomes and overall school culture keeps me motivated and committed to this work.

How does your work with �Ӱɴ�ýimpact your students?

EOS’ valuable data helps identify students who might otherwise go unnoticed in the advanced coursework pipeline. Data from the Student Insight Cards highlighted gaps in our AP enrollment, particularly among underrepresented students who had the potential to succeed in advanced coursework but were not enrolling.

Uplifting Teacher Voices to Prioritize Student Success

Recognizing that addressing these disparities required a collaborative approach, I prioritized incorporating teacher voice into decision-making.

During data review sessions, I engaged AP teachers in discussions about student potential beyond just numerical indicators. Teachers provided valuable insights into students’ skills, work ethic, and resilience — factors that data alone could not fully capture. Their input helped refine our approach to student recruitment, ensuring that we were not just relying on traditional measures but also considering qualitative aspects of student readiness.

As a result of these conversations, our AP recruitment strategies became more intentional. Teachers played a more active role in identifying and encouraging students who might have otherwise been overlooked. This led to an increase in students enrolling in AP courses, particularly from historically underrepresented groups. Moreover, teachers felt more empowered in the process, knowing their perspectives were valued in improving access to rigorous coursework.

Ultimately, the �Ӱɴ�ýwork not only impacted our students by broadening their access to AP courses but also strengthened collaboration among educators. It reinforced the importance of shared decision-making and the power of data-informed, teacher-driven advocacy to support student success.

Empowering Students as Self-Advocates

One of the most significant impacts of �Ӱɴ�ýis that it empowers students to recognize their own academic potential. By gathering insights directly from students about their interests, confidence levels, and perceived barriers, the survey allows educators to have meaningful conversations with students who may have never envisioned themselves in higher-level courses. This targeted outreach has led to an increase in students advocating for themselves and expressing a desire to challenge themselves academically.

Overall, �Ӱɴ�ýhas been a catalyst for change, fostering a culture of academic confidence and ambition while breaking down barriers to advanced learning opportunities.

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By Brennan LaBrie 

The 2025 National Conference on Education brought together over 3,000 K-12 education leaders to New Orleans to discuss pressing issues, trends, and opportunities in the education space, and to swap insights and strategies for supporting student success. 

This year’s theme centered on developing a “clear vision for the future of public education.” Underlaying these conversations was an acknowledgement of the uncertainty facing education, and public education in particular, under the Trump administration.  

A Focus on Student Success

However, one thing was made abundantly clear throughout the panels, presentations, roundtables and hallway conversations: Despite today’s complex political climate, education leaders remain focused on their students.  

In fact, a palpable energy rippled through the convention halls, as district leads affirmed their commitments to executing their strategic plans and boosting student outcomes. During a tumultuous time in education, many superintendents are embracing the opportunity to step up as leaders, demonstrate resilience in the face of uncertainty, and cultivate high-performing yet inclusive school environments.  

The superintendents agreed that, while the language used to describe their work might require some adjustments, the work itself remains the same.  

The same goes for EOS: We will continue to foster access to educational opportunities, academic success, and postsecondary outcomes for all students, in those terms or otherwise.  

Other key themes from the conference: 

Promoting College and Career Readiness ��

Across the country, school and district leaders are aligned on one major goal: Preparing their students for success in college and the workforce.  

Boosting student outcomes in high school like grades, test scores and advanced course enrollment sets students up for better post-secondary outcomes, but it also provides the foundation of soft and hard skills students will need when they join the workforce.  

Many districts have also implemented creative Career and Technical Education (CTE) programs to give students hands-on experience in a wide variety of professional fields, and provide some a head start on their future vocation. Work-Based Learning programs bring in community partners for internship and apprenticeship opportunities.  

A great example of an innovative approach to this practice is , an �Ӱɴ�ýpartner, which offers CTE programs in over 14 job fields in partnership with local businesses and organizations.  

Improving School Community ��

Another hot topic of discussion was enhancing school and classroom communities so that all students feel a sense of belonging. Students who thrive in school, and especially rigorous courses, are those who feel seen, valued and supported. For students who have been historically overlooked, these conditions are often not met. 

Many panelists echoed what �Ӱɴ�ýholds as a central tenant of our work: That focusing on student belonging is the starting point for addressing some of the most pressing issues in education, including:  

• Social emotional learning  

• Student mental health  

• Enrollment gaps in advanced courses 

• Cronic absenteeism and recidivism  

Learn about how �Ӱɴ�ýhelps schools cultivate student belonging here.

Leveraging AI and Emerging Technologies for Student Success

AASA predicted that this years’ conference would focus heavily on AI and its endless possibilities (and challenges) for educators. They were correct. ��

Many sessions offered insight and strategies for forward-thinking educators looking to integrate AI into their schools in a safe and responsible manner. The big question posed: How can AI be used to optimize teaching and improve learning while also ensuring academic integrity and student safety? 

�Ӱɴ�ýis tackling this question in our next webinar, in which we will discuss how education leaders and nonprofits can implement AI tech in a way that aligns with their missions and keeps students at the center of the conversation. Learn more here.

Brennan LaBrie helps amplify the work, mission, and impact of the �Ӱɴ�ýteam and our partners across the education landscape. With a background in local journalism, he seeks to share the stories of individuals and organizations driving impact in their community and beyond.��

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In today’s educational landscape, ensuring equal access to advanced courses for all students, particularly those from underrepresented backgrounds, is crucial for fostering academic success and preparing students for their future careers.  

Over my 34 years in public education, much of it as a district leader, I have seen many school leaders do good work in promoting student success and social emotional wellbeing. But I also know that there is always room for improvement to truly make a difference in students’ lives.  

Below, I outline the five essential steps school leaders must take to enhance educational opportunities and academic success – and move from good to impactful. ��

Step 1: Identify and Remove Barriers 

The first step in creating greater educational opportunities is to identify and remove barriers that block students from advanced courses. This involves a deep examination of current practices and policies that may unintentionally create these barriers. One of the most critical aspects of this step is addressing adult mindsets and implicit biases.  

Traditional methods of identifying students for advanced courses (mainly GPA or standardized test scores), often overlook many capable students.  By broadening the criteria for course enrollment and actively seeking out students who show potential in various forms, we can open doors for a more diverse group of learners. 

What School Leaders Should Do: 

• Conduct thorough data analysis to identify enrollment gap patterns in advanced courses 

• Provide professional development focused on recognizing and mitigating implicit biases 

• Implement more inclusive selection processes for advanced courses that consider multiple factors beyond just grades and test scores

Step 2: Provide Teacher Training and Support 

Once barriers are identified and addressed, the next step is to provide comprehensive training and support for teachers. This means equipping educators with the tools and strategies needed to implement effective Tier 1 interventions for students in all classrooms, advanced or otherwise.  

Teacher training should emphasize: 

• Differentiated instruction techniques to meet the needs of diverse learners 

• Culturally responsive teaching practices that engage all students 

• Strategies for creating a supportive and challenging classroom environment 

By investing in teacher development, we can ensure that all students receive high-quality instruction that prepares them for success in advanced courses. 

Step 3: Implement Student Support Systems 

The next step involves creating robust student support systems. This shifts the responsibility for student success from the students themselves to the educators and the school system. 

Effective student support systems should:  

• Foster a sense of belonging for all students, particularly those from underrepresented groups

• Recognize belonging as a lagging indicator, stemming from teacher-initiated improvements to the classroom community

• Provide academic and SEL support for students navigating advanced courses for the first time

• Develop mentorship programs that connect students with role models and advocates��

By implementing these student support systems, schools can create an environment where all students feel seen, valued, and capable of succeeding in rigorous academic programs. 

Step 4: Enhance Communication and Awareness 

The fourth step is to improve communication and raise awareness about the importance of advanced coursework. This is crucial for ensuring that students and parents understand the value of rigor and how participation impacts post-secondary success. 

Effective communication strategies should include: 

• Hosting informational sessions for students and parents about advanced course offerings

• Providing clear and accessible information about the benefits of rigorous coursework

• Sharing success stories of students who have thrived in advanced courses��

Step 5: Shift to Student-Centered Qualitative Data 

This final step involves a fundamental shift in how schools measure success. Instead of relying solely on quantitative data like GPA and test scores, schools should place greater emphasis on student-centered qualitative data that captures students’ experiences and potential for growth.  

Multi-dimensional tools like EOS’ Student Insight Card gather key information on students like: 

• Their aspirations and educational goals 

• Their curricular and extra-curricular interests 

• Their strengths as defined by their learning mindsets 

• Their barriers to success 

• Their identified trusted adults 

Regardless of the method or tool, collecting and analyzing data on students’ sense of belonging and engagement in school is crucial.

Common strategies of highly impactful schools include conducting regular surveys and focus groups to understand student perspectives and using qualitative data to inform decision-making and drive continuous improvement.  

By prioritizing students’ experiences and voices, schools can create more responsive and effective educational environments that truly meet the needs of all learners.

Conclusion: Why this work is important 

It’s important to remember that this work is ongoing. It requires commitment, reflection, and a willingness to challenge long-standing practices and beliefs. However, the potential impact on students’ lives makes this effort not just worthwhile, but essential. 

By taking these five steps, schools can create a more inclusive educational environment where every student is seen, understood, and given the opportunity to reach their full potential. This not only benefits individual students but also contributes to building a more just and prosperous society for all.  

As we move forward, let’s commit to transforming our schools from good to impactful, ensuring that every student has the chance to thrive in their academic journey and beyond. 

To learn more, explore our solutions or reach out to me at paul.deangelis@eoschools.org. 

About Paul: I spent 34 years in public education, all in Michigan. Before retiring in 2022, I served as Executive Director of Ann Arbor Public Schools and partnered with EOS. Ann Arbor continues to increase advanced course enrollment each year by utilizing EOS’ tools and strategies. 

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For Black History Month, we asked leaders on our partnership team:

1. What needs to be done in education to create more academic opportunities for Black students? 

2. How are you working on creating such opportunities for these students? 

Read their responses below: 

Dr. Stacey Brown, Director of Learning and Development 

The field of Education must be more open minded and welcoming to the strengths that African American students bring, especially in advanced coursework and leadership roles. Being laser focused on a student’s deficits, and not acknowledging their talents, causes teachers to overlook their strengths. Each student brings a unique set of attributes, strengths and experiences to the classroom, which contribute value to group discussions, projects and presentations.

Educators who build strong relationships with their students learn to recognize these strengths and use them to inform their curriculum and teaching practices, so that ALL student’s voices and perspectives are welcomed, and they ALL can thrive. 

I am working towards realizing this vision by leading our teacher training and innovation work, which empowers teachers to enhance their classroom community so that they get to know their students on a personal level, identifying their strengths and nurturing their growth and development, so that they are academically successful and become responsible democratic citizens who work to make our society a more welcoming place.��

Kristin Ward, Senior Director of Partnership  

Our students possess a diverse wealth of knowledge, experiences, and skills that traditional educational settings do not always acknowledge. African American students thrive in environments that recognize and utilize these experiences and skills as foundational elements for learning and demonstrating mastery. Our students should have the opportunity to shape the future they will lead, and it is our responsibility as the leaders of today to recognize their genius, provide them with guidance and the tools they need, and then step aside to let them shine.��

I hope to leave a legacy that honors both individual and collective genius as a people. In my work now with EOS, I continue to encourage educators to not only accomplish goals but ensure that their students find joy and connection throughout the journey, which is pivotal to the African American experience. 

Jacqueline Greer, VP of Partnership 

I often reflect on how, in my education experiences, my history felt particularly invisible. I think it is absolutely essential that students see themselves represented in school, and we equip them to critically interrogate information they are receiving. Our mission focuses on promoting students’ critical thinking skills through providing access to rigorous coursework, which is THE point of education.��

African American achievement and innovation IS American achievement and innovation. EOS’ work is rooted in opening doors for all students and African-American genius has led to the invention of so many things, from the three-way traffic signal (Garrett Morgan, 1923) to the mRNA Covid vaccine (Dr. Kizzmekia Corbett, 2020). The next generation of innovators are out there. We can’t allow lack of access and information to keep them away from the opportunity to reach their full potential and change the world. 

In my own journey, I had supportive parents who never ceased to advocate for me, and I think we at EOS��are an additional support for those who have talent but not access. I always think of how many other students were missing from the classes I took, and I want to ensure that we are maximizing capacity for students in the over 26,000 high schools in this country.��

Candice Morris, Partnership Director  

I believe every student deserves the opportunity to succeed. Offering advanced courses like AP and Dual Enrollment is not merely about teaching content — it’s about affirming that every student has the potential to excel. This is especially important for African American students, who have historically faced barriers to accessing rigorous academic programs.  

In today’s political climate, where discussions about systemic disparities are more relevant than ever, ensuring equal access to academic opportunities is vital.

Advanced courses foster critical thinking, build academic confidence, and nurture a sense of purpose, empowering students to break through longstanding obstacles and prepare for long-term success. 

I strive to foster a legacy of understanding, acceptance, and perseverance in the face of adversity. I believe that forming personal connections with each student creates remarkable opportunities for learners’ academic experience and futures. By engaging in meaningful conversations and truly understanding the unique stories and perspectives of learners, students feel seen, valued, and become part of an environment based on trust. This fuels their futures and aspirations that lead to more opportunities for learners in the future.��

Read about how our partnership team drives impacts alongside school leaders.

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This month, we are highlighting Kim Becraft, Middle Years Program Coordinator at Seneca Valley High School in Montgomery County Public Schools, Maryland.

“Kim is absolutely invigorated by this work,” said �Ӱɴ�ýPartnership Director Erika Cabrera, who nominated Becraft for this distinction. “Kim shares ALL information �Ӱɴ�ýshares with her with her entire school, really driving school-wide efforts to increase access, reduce biases and stigmas, and sustain successful classrooms.

Last year, Becraft led her team in adding 249 students to AP/IB classes, a 19% increase from the year prior. Given this impressive increase, Becraft’s goal was to sustain this gain. She ended up surpassing that goal by enrolling an additional 49 students (a 3% gain) into AP/IB courses. This brings Seneca Valley’s population of low-income/BIPOC students enrolled in AP/IB to 66%.

We asked Becraft about the mission behind her work, and the factors that contributed to her team’s accomplishment of their goals.

What drives you to continue to do the work of creating access and opportunity in your district?

My driver is always the students- ensuring they have the information, sense of belonging, confidence, and support to succeed in higher level classes.

What has been your favorite part of the work this year?  

My favorite part of this work is when alumni come back to visit and share stories of their preparedness and success after high school.  

How has �Ӱɴ�ýserved as an essential support to student success? 

The �Ӱɴ�ýsurvey data is essential to guiding our work to ensure effective action items, elevating the importance of the work with staff, and allowing us to drill down to focus sets of students. Our �Ӱɴ�ýliaison, Erica, has also been fantastic is helping us brainstorm, provide quick responses to requests or needed clarifications, and helping us to maximize our use of the �Ӱɴ�ýdata. I also really enjoyed the workshops facilitated by Erika – they provided helpful mini-professional development and allowed us to share best practices with other schools. 

Tell us about a time when you witnessed the impact of the �Ӱɴ�ýwork on you, your colleagues or your students?  

My school created a professional development workshop where we used the �Ӱɴ�ýdata portal to create a list of students who did not identify a trusted adult in the building. In a gallery walk format, staff reviewed the students, adding what they knew personally about each student. We then took the list of students and analyzed the demographic data to see larger trends about who did not identify a trusted adult in our building (males, 9th graders, etc.). Staff finished the training by reflecting on how they could collect voice data from students without a trusted adult in order to develop classroom-based goals and action items based on the data. Using both the larger data trends and individual student list was impactful.  

For students, we held an AP & IB Teacher meet and greet during lunch at the end of the year. The students who attending completed a short survey on the event. It was such a joy to see their excitement about higher level classes and to review the results on the feedback survey. We created a word cloud based on student responses to the question – “In one word, how are you feeling about your AP and/or IB classes next year?”. It was awesome to hear that our students were both nervous AND excited!  

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