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\nBy Karen Hawley Miles and Emily Parfit  \nComing out of the pandemic, our public education systems face a convergence of challenges unlike any we’ve seen. Student performance remains unacceptably low across the board, and after years of incremental progress in closing disparities in outcomes, we’re now watching the gaps between the “haves” and “have-nots” widen once again. At the same time, a growing narrative suggests that school systems themselves are the problem—that the path to improvement lies in bypassing or minimizing system structures altogether.  \nYet the evidence tells a different story. The most inspiring bright spots—the schools that have closed pre-pandemic gaps, accelerated learning, and redesigned the student and teacher experience—have not done so despite their systems. They have succeeded because their systems created the enabling conditions: coherent instructional strategy, aligned budgeting and scheduling processes, strong talent pipelines, and cross-functional support structures that schools cannot build and sustain over time alone. Recent evidence shows this is true in charter systems as well, where a set of “gap-closing” charter schools outperformed their states and traditional public school districts across all subgroups of students.  \nAt a moment of intense financial pressure, enrollment decline, and intensifying student need, system-level action is more critical than ever. Schools cannot independently solve challenges driven by antiquated funding models, inflexible scheduling and staffing structures, rigid teacher compensation and role definition, and stagnant portfolio design—or the need for coordinated community-wide recovery and redesign strategies. And systems, in their current form, cannot meet the future without fundamentally rethinking the structures and processes that shape how they organize people, time, and money.  \nFor more than 20 years, ERS has been working to  \nunderstand—and help district leaders build—the strategic system conditions necessary for excellence, equity, and long-term sustainability. Across deep partnerships in districts, we’ve seen that when systems align timelines, break down departmental silos, andredesign resource allocation processes, schools are able to implement shifts that transform student experience at scale. Without this kind of systemic redesign, even the strongest school-level innovation cannot spread or last.  \nThis moment demands that we step back and make a clear, evidence-informed case for the role school systems must play. It also requires a framework for what systems need to do: how they organize, how they support schools, how they make decisions, and how they create the conditions for strategic, coherent action across every school in their portfolio. Ultimately, systems cannot get where we need them to go without reimagining and modernizing the structures that shape daily practice—from budgeting and scheduling to talent development to instructional coherence.  \n1  \nNew Structure for New Goals  \nUnlike most industries where resource use and organization have changed dramatically over the past century, the fundamental school structures and patterns of spending in public education have remained largely unchanged. Yet these structures were established to deliver on completely different goals than those we’re trying to achieve today and with very different workforce realities:  \n\n| THEN | | NOW |\n| --- | --- | --- |\n| Provide access to subject matter |  | Ensure student learning |\n| Prepare and sort students for a range of jobs requiring different levels of knowledge and expertise |  | Ensure ALL students are prepared for college and career |\n| Prepare students for predictable jobs |  | Ensure students can pursue experiences relevant to their future goals and aspirations and can take meaningful steps toward them. |\n\nSince the 1960s, when many of today’s district str","cbCaig6A33QJyVms","https://ap.wps.com/l/cbCaig6A33QJyVms","pdf",639578,"English","# New Structure for New Goals\n## Shift from legacy structures to new learning objectives\n## Evidence-based conditions for grade-level achievement","[{\"question\":\"Why do the authors argue that system-level action is critical after the pandemic?\",\"answer\":\"They describe ongoing low performance, widening disparities, intense financial pressure, enrollment decline, and escalating student needs—conditions that schools cannot address through isolated school-level efforts alone.\"},{\"question\":\"What enabling conditions do the authors say help schools accelerate learning and redesign the student and teacher experience?\",\"answer\":\"They cite coherent instructional strategy, aligned budgeting and scheduling processes, strong talent pipelines, and cross-functional support structures that schools cannot build and sustain alone.\"},{\"question\":\"What legacy structures make it hard to align education with current goals and knowledge?\",\"answer\":\"The document highlights age-graded classes, rigid scheduling and staffing, limited job roles and flexibility, and mindsets reinforced by funding systems, union contracts, and state laws such as class size and teacher salary.\"}]","One Vision, Seven Strategies - How School Systems Can Organize to Meet New Goals for Learning | PDF",1792050796,18]