OPINION: APS is making progress with SMART goals

The gains in student outcomes reported in the Journal article “APS touts progress on literacy rates” were not an accident or a fluke. They are the direct result of a transformation in Albuquerque Public Schools’ approach to management. In 2023, the Albuquerque Public Schools school board abandoned governing by arbitrary preferences absent coherent direction as they adopted a five-year plan focused on SMART goals for student outcomes accompanied by management practices successful organizations use to succeed. Here is a rundown of some of the important changes.

Monthly data-driven progress reviews:

• Instead of simply looking at test results at the end, now monthly data-driven progress reviews enable timely identification of problems and intervention.

Standardized high-quality curriculum materials:

• Previously, there were four or five different reading curriculums used across the district, selected by preference of individual teachers. Within schools, teachers in the same grade often used two different sets of materials. A first-grade teacher may have selected one program, while second- or third-grade teachers may have used materials based on alternative approaches. Lack of continuity frequently confuses students and impedes learning progress. Despite a board policy to use standard high-quality instructional materials at grade-level appropriateness a recent audit showed 75% of students being trained on below-grade-level materials.

Structured literacy instruction:

• For decades, APS has based literacy instruction on balance of reading. Alternatively, research has confirmed structured literacy to be far more effective. The approach emphasizes a systematic, explicit teaching of the language code. In 2019 the state mandated structured literacy. For 2024-25, the APS goal was to have 40% of teachers trained in structured literacy. The actual penetration of 54% surpassed the goal by 35%.

Family engagement:

• Previously, reports to families about the progress of their children highlighted their behavior in school. Now, under the five-year plan, the reports feature skills progress.

Alignment of goals for administrators:

• Previously, the superintendent’s review was based on a 60-page evaluation form. Student gains in learning weren’t the central metric. Today, the review is based on measured progress of student achievement. APS is also attempting to align administration by connecting principals’ goals to those of the district.

High expectations:

• Since 1969, most studies have confirmed that high expectations are essential for student learning gains. At APS in prior years, teachers often taught classes oriented toward low-performing students. Now, under the five-year plan, teachers are encouraged to teach to the top of grade-level expectations. Resulting gains in student outcomes have been dramatic.

Celebration of success:

• Celebrations of success, which were downplayed by previous APS administrations, are important to changing the narratives in and about public schools; they communicate what we value; they inspire people to live up to high standards; they displace negative thinking with opportunities for being positive. In addressing public forums, the current APS administration frequently and proudly calls out examples of successes.

The Nov. 4 election resulted in two union endorsed candidates gaining seats for a 4 to 3 majority. In a statement about her election, District 3 board member elect Rebecca Betzen, who successfully challenged board president Danielle Gonzales, a key architect of the five-year plan and the important implementation policies, emphasized supporting teachers as her priority. The 200-page AFT contract already creates obstacles to standardizing high-quality instructional materials and shields teachers from performance accountability. The question now is whether the new board members have the capacity to grow and realize the mission of the $2 billion enterprise they now preside over is not just to support teachers, but to support teachers to educate students.

David Foster is a former education policy analyst, business owner and entrepreneur. He was a consultant to the U.S. Office of Education to launch pell grants.