Acero Schools Strategic Plan: A Critical Review and Analysis

Context: Challenges Facing U.S. Education

Education has become a contentious and polarizing issue within the United States. Research has shown that the nation, overall, approves of and supports investment in education (Allison, 2005). Most citizens recognize the importance of education and its ability to enhance the outcomes of those who learn high-demand skills and trades. Education is an essential element in America's ability to compete with other nations on a global basis. As a result, the United States has the highest per-capita spending on education of any developed nation in the world (Adams, 1987). Unfortunately, the results have not manifested themselves in a manner congruent with that investment, and outcomes have been adversely impacted by a range of factors that show little sign of abating.

First, educational budgets are severely constrained as governments grapple with higher educational costs alongside lower tax revenues. This problem has been exacerbated by COVID-19 and its impact on both school quality and business activity. Schools are now forced to improve academic outcomes without the necessary resources to do so. Second, quality teachers are in short supply, causing high rates of turnover within academic environments. It is no secret that teachers are not well compensated. Low compensation, combined with stressful working conditions, has contributed to shortages in many high-growth markets across the United States. Teacher shortages have diminished the overall quality of education as less-skilled individuals fill vacancies, contributing to the low academic performance the nation is currently experiencing.

In addition, large disparities exist in the quality of education — and the academic achievement of schools — even within the same jurisdiction. For some communities, the combination of inadequate resources and underqualified instruction contributes heavily to poor outcomes. Finally, many schools are assessed on metrics tied to standardized testing, which encourages teachers to teach to the test rather than to focus on skill acquisition. While standardized tests can provide useful benchmarks, they do not fully capture students' ability to acquire the skills required to function effectively in society. These tests often assess little more than the ability to answer multiple-choice questions, which does not reliably predict positive student outcomes. Education in the technology age will increasingly demand critical thinking and complex problem-solving skills — capacities that many current educational systems have not adopted policies to develop (Anderson, 1998).

These challenges have created significant headwinds for American education. Although well intentioned, policies such as standardized testing mandates, insufficient teacher accountability, and chronic underfunding have undermined student outcomes, causing the United States to fall behind many of its developed peers in educational standards and results. Encouragingly, through thoughtful planning and foresight, many of these headwinds can be overcome. None of the issues described above are structural in nature. More resources can be allocated to education on a strategic basis, school-choice initiatives allow parents to place children in higher-performing schools, and teacher shortages can be addressed through improved pay, training, and working conditions — all of which are within society's power to change (Fain, 2008).

References

Adams, J. P. (1987). Superintendents and effective schools. Unpublished PhD dissertation, CA.

Allison, M., & Kaye, J. (2005). Strategic planning for nonprofit organizations: A practical guide and workbook (2nd ed.). Hoboken, NJ: Wiley.

Anderson, G. L. (1998). Toward authentic participation: Deconstructing the discourses of participatory reforms in education. American Educational Research Journal, 35(4), 571–603.

Baron, G., & Taylor, W. (Eds.) (1969). Educational administration and the social sciences. London: The Athlone Press.

Bates, R. J. (1980). Educational administration, the sociology of science, and the management of knowledge. Educational Administration Quarterly, 16(2), 1–20.

Bosch, W., Hester, J., MacEntee, V., MacKenzie, J., Morey, T., Nichols, J., & Young, R. (2008). Beyond lip-service: An operational definition of "learning-centered school." Innovative Higher Education, 33(2), 73–98. https://doi.org/10.1007/s10755-008-9072-1

Fain, P. (2008, October 24). How colleges can keep strategic plans on course in a stormy economy. Chronicle of Higher Education, 55(9), A16.

Grensing-Pophal, L. (2011). The complete idiot's guide to strategic planning. New York, NY: Penguin.

Hamel, G., & Prahalad, C. K. (1989, May/June). Strategic intent. Harvard Business Review, 51–62.

Klein-Collins, R. (2011). Strategies for becoming adult-learning-focused institutions. Peer Review, 13(1), 1–9.