How School Districts Can Support Deeper Learning: The Need for Performance Alignment

Meredith Honig
Lydia Rainey

School district leaders nationwide aspire to help their schools become vibrant places for learning—where students have meaningful academic opportunities and develop critical thinking and problem-solving skills. Historically, though, school district central offices have been ill-equipped to support such ambitious goals. A new wave of research suggests that central offices have a key role to play in creating the conditions that make deeper learning possible, and they can do so by making deliberate efforts to align the work of each and every part of the school system to a set of common priorities.