The Great Schools Partnership is a 501(c)(3) nonprofit school-support organization working to redesign public education and improve learning for all students. We are a team of passionate, committed educators and school leaders who bring decades of collective service in public schools.
Working at all levels of the education system, from the classroom to the statehouse, the Great Schools Partnership provides school and district coaching, professional development, and technical assistance to educators, schools, districts, organizations, and government agencies. We also create tools and resources for educators and communities, administer public and private grant programs, and coordinate large-scale school-improvement initiatives for foundations and states. Read more about our work →
Our Definition of Educational Equity
Educational equity means ensuring just outcomes for each student, raising marginalized voices, and challenging the imbalance of power and privilege.
An equitable, rigorous, and personalized education system that prepares every student for college, careers, and global citizenship.
Develop and advocate for sustainable educational policies, effective school leadership, proven instructional practices, and student-centered learning models built on strong community connections.
Every student deserves to be held to high expectations.
High-quality teaching and learning is every student’s right, every day.
A collegiate education must be an accessible and attainable option for every student who has earned a high school diploma.
Schools must model civic responsibility, social justice, and multicultural understanding.
Theory of Action
If we leverage proficiency-based learning, flexible learning pathways, and learner-centered accountability simultaneously with state and district policy, school and district practice, and public understanding and engagement, we will see more schools mirror the idea of Global Best Practices which will create pressure to fundamentally reshape our educational system to realize equitable and rigorous student achievement that will enable all students to be prepared for college, careers and citizenship.
One very clear understanding realized from our experience and research into the success of systemic change at scale is the need for both strategic clarity and tactical freedom. Success at scale has ultimately come when the efforts have remained nimble, able to tactically adapt to and take advantage of opportunities as they have arisen. Success has not resulted from a lock-step approach, but rather from a thoughtful approach that changes as needs and opportunities present themselves.
Our theory of action is based on the premise that systemic change requires simultaneous changes in school and district practice; state and district policy; and building public will and support. Historically, reform efforts have focused on either changing policy or practice. Few have focused on changing public perceptions. Very few—if any—efforts have actively worked on all three areas outlined in our theory of action.