Rethinking High School: How Belonging, Career Pathways, and Measurement Innovation Matter for Redesign

As I prepare XQ Exchange24 next week, excitement and optimism abound for the future of high school education. Hosted by the XQ Institute and the Carnegie Foundation for the Advancement of Teaching, this convening in Washington, D.C., is a powerful reaffirmation of education as a national priority. Bringing together educators, policymakers, and innovators, Exchange24 is a catalyst for reimagining high schools across the nation.

XQ Institute develops products and tools through deep and extensive work with high schools and school systems. Their commitment to transforming high school models resonates in today's rapidly evolving world. 

This article reflects on three conversations I’m excited to engage in next week, within the context of a broader and ambitious agenda: Belonging and Purpose, Career-Connected Learning, and Measurement and Assessment Innovation. Each domain reflects an understanding of the challenges students face and considers promising directions to prepare them for a dynamic future.

Belonging and Purpose: Honoring the Adolescent Experience

Falling behind in school does more than hinder academic progress—it can damage students' sense of belonging and trust in the learning community. An important recent MindShift article highlights how fostering connection, affirming student abilities, and cultivating growth mindsets can transform classroom experiences and rebuild confidence. (Shout out to colleagues who have been advancing our shared thinking on the importance of belonging and the science of learning and development: Pamela Cantor MD , David Osher , Aneesha Badrinarayan , Gabriela Lopez , Jim Balfanz , Christina Cipriano , Devin Vodicka

At the heart of effective high schools is the belief that every student deserves to feel valued, connected, and driven by purpose. The science of adolescent learning underscores the importance of belonging during this formative stage of life. When students feel they are integral to their school community, motivation soars, trust deepens, and engagement flourishes.

Crosstown High in Memphis, Tennessee, exemplifies this principle by fostering a vibrant, student-centered environment where student voice is heard. Created by the community for the community, Crosstown High emerged from a collaborative design team of teachers, parents, students, and local business owners. The school emphasizes project-based learning across all subjects, integrating multidisciplinary projects and partnerships with local organizations.

Students at Crosstown engage in real-world learning experiences that benefit both themselves and the community. For instance, they have analyzed local soil pollution and its correlation to cancer rates, directly impacting public health awareness. The school's commitment to being "diverse by design" ensures a racially diverse student body, reversing the tide of de facto segregation in Memphis.

Students like Vera attest to this experience: “At Crosstown High, our voices are truly heard. Our faculty and administration do all that they can to make sure we are able to exercise our student voice.” This emphasis on student agency builds self-worth and fosters a deep sense of belonging.

(Shout out to Ginger Spickler , Chandra Sledge Mathias, Ed.D , Sam Thompson , Nikki Wallace , Ryan Pryor, M.Ed. , Deion A. Jordan , Scott Holcomb )

Da Vinci RISE High in Los Angeles, California, reconnects students through anytime, anywhere learning. Serving students who have been failed by traditional schools—including those in foster care and experiencing housing insecurity—RISE provides a nurturing and flexible schedule. The staff integrates social-emotional support with academics, understanding that strong relationships are the foundation for learning.

Students praise the high level of support they receive. Kijera, from the Class of 2023, shared, “I’ve become extremely passionate about Los Angeles’ housing crisis. I can’t vote yet but through my time at RISE I’ve become an advocate for those experiencing homelessness”. By empowering students to engage with real-world issues that matter to them, RISE fosters purpose-driven learning that connects academic pursuits to personal passions.

(Shout out to colleages connected to Da Vinci RISE High : Erin Whalen , Naomi Lara , Adolfo Topete , Kim Merritt , Matthew Wunder , Steve Wallis , Kaitlin Toon )

Grand Rapids Public Museum School (GRPMS) in Michigan utilizes place-based learning to make education relevant and engaging. Located in a historic downtown building, students have access to over 250,000 artifacts and current displays at the Grand Rapids Public Museum. They engage in community-driven projects, integrating various subjects into thematic units.

Haylee, from the Class of 2022, shared her experience: “Going to the museum school is not the normal way of learning. You’re given a set of rules, but you have the freedom to let your ideas flow freely.” By connecting academic content to real-world applications and students' interests, GRPMS enhances engagement and fosters a deeper commitment to learning.

Career-Connected Learning: Bridging Education and Opportunity

In a resounding call for greater emphasis on career-connected learning, the 2024 PDK Poll reveals that 84% of Americans support increased efforts to help students transition smoothly into the workforce. This remarkable consensus across demographic and political lines emphasizes the shared belief in the importance of providing students with clear pathways to meaningful careers.

This past summer, AFT and XQ Institute co-hosted the "Good Trouble" forum, bringing together stakeholders to highlight the importance of building strong partnerships between schools, businesses, labor unions, and government agencies to ensure that students have access to high-quality CTE prog, rams. This includes a greater emphasis on real-world applications, project-based learning, and strong relationships between students and adults to better prepare students for both college and career success.

In a world where technological advancements and globalization are reshaping the workforce, aligning high school education with career pathways is imperative. High schools can lead the charge in promoting career-connected learning, ensuring students are equipped with critical skills for success in college and careers.

The recent launch of The College Board 's Career Kickstart program marks a new era for career-connected learning, offering AP-equivalent courses that merge academic excellence with real-world skill development. Starting with cybersecurity pathways, this initiative aims to address workforce needs while empowering students with both academic and industry-recognized credentials. (Shout out to colleagues at the College Board: Brandi Sabb , Maureen LaRaviere , Emily Shaw , Sophia Romee , Natalya Tabony , Trevor Packer , Jessica Howell , Richard Green , Rebecca Stone-Danahy , Michael Hurwitz )

Purdue Polytechnic High Schools (PPHS) in Indianapolis, Indiana, are a testament to this approach. Developed in partnership with Purdue University, PPHS aims to increase the number of underrepresented students attending the university and pursuing STEM careers. The schools feature a nontraditional schedule and a project-based, student-centered approach to learning.

Students choose their learning pathways every eight weeks, working on authentic projects with local industry partners like Subaru, Eli Lilly, and Republic Airlines. For example, students tackled public transportation challenges by developing solutions to serve the community better, learning about the history and impacts of population density and redlining practices.

Victor, a Class of 2022 graduate, discovered a new interest in finance through passion projects. He reflected, “I learned how school finance works, how tax dollars flow through schools to help us succeed and learn.” By integrating practical experiences and industry partnerships, PPHS prepares students for real-world challenges and opportunities. (Shout out to Keeanna Warren, Ph.D. , Scott Bess ,

Measurement and Assessment Innovation: Shaping the Future of Learning

Recognizing that traditional assessment approaches often fall short in capturing the full range of students' abilities, a groundswell of actors are pioneering innovative approaches to measurement and assessment. By leveraging artificial intelligence and reimagining assessment systems, XQ seeks to move beyond rote learning and evaluate a broader spectrum of skills essential for the 21st century.

Iowa BIG in Cedar Rapids, Iowa, exemplifies this innovation. Serving students from multiple high schools, Iowa BIG allows students to choose projects that partner deeply with their community. The program emphasizes a student-driven, project-based approach, unleashing human potential by focusing on real-world problem-solving.

Students manage their own schedules and work on interdisciplinary projects with community or industry partners. For example, they have advised city officials on improving social media use, created dance therapy curricula for inclusion, and researched local water quality. This approach not only builds academic knowledge but also develops critical thinking, collaboration, and adaptability.

Anna, from the Class of 2022, reflected on her experience: “It made me realize how much of a difference I can make. If I am determined enough and passionate enough to get something done, I can do it.” By integrating innovative assessment methods that value mastery and real-world application, Iowa BIG prepares students for a dynamic future.

The Skills for the Future initiative, spearheaded by ETS and the Carnegie Foundation for the Advancement of Teaching , is working to redefine educational success by prioritizing real-world competencies and building innovative, scalable assessment systems that highlight critical skills such as communication, perseverance, and digital literacy. By focusing on actionable insights and holistic growth, they are shaping an education system that empowers every learner to achieve their full potential. (Shout out to Laura Slover , Mike Flanagan , Amit Sevak , Lydia Liu , Morgan Blisard , Kadriye Ercikan , Monica A. Beane, Ed.D., NBCT , Nancy Segal , Randy Bennett , Lei Liu , Jason Weedon , Kristen Mitchell , Mikyung Kim Wolf , Greg Vafis , Timothy Knowles , Paul LeMahieu , David Sherer , Norma Ming , Diego Arambula , Ash Vasudeva , Tinkhani Ushe White, Ed.D. )

The Broader Impact and Significance of Exchange24

I am sure XQ is designing meaningful experiences to rethink and redesign high school. These three timely themes are critical aspects of redefining the architecture of high school education. Exchange24 serves as a platform to amplify transformative efforts, bringing together thought leaders to collaborate, share insights, and drive systemic change.

The convening will catalyze discussions on scaling successful models, fostering partnerships between education and industry, and leveraging technology to enhance learning. By positioning education as a critical national priority, Exchange24 highlights the urgency of reimagining high school to serve all students better.

The examples These schools are not isolated examples but part of a growing movement to transform high school education. Exchange24 will provide a forum for sharing these models, learning from their successes, and exploring how to implement similar strategies across the country.

Conclusion

The future of education hinges on our ability to adapt and innovate. XQ Institute's visionary work exemplifies how we can transform high school education to meet the needs of today's students and tomorrow's world. By centering on belonging and purpose, integrating career-connected learning, and pioneering assessment innovation, we can pave the way for a more equitable and dynamic educational landscape. (Shout out to colleagues at XQ: Russlynn Ali , Molly Mauer , Brittany Scott, Ed.M. , Laurence Holt , Anne Mackinnon , Michele Cahill , Ann-Katherine Kimble , Mohammad Riza , Keith Dysarz , Edward Montalvo , Mary Ryerse , Jeanie Lee , Judy McKoy , Sarah Navarro (she/her) , Lauren Vertrees Wilson ,

Exchange24 represents a pivotal moment to celebrate these advancements and galvanize collective action. As educators, policymakers, and innovators gather, we have the opportunity to reaffirm our commitment to making education a national priority. Together, we can create a future where every student is empowered to thrive, equipped with the skills, knowledge, and sense of purpose to shape a better world.

As we prepare XQ Exchange24, let's carry forward the enthusiasm and commitment to reimagining high school education. The journey ahead promises to be inspiring, challenging, and ultimately rewarding—for our students, our communities, and our shared future.

Tagging colleagues who care about the work of rethinking and redesigning high schools:

Susan Bell , Alec Resnick , Kito Cetrulo , Kellsie King , Beth Fertig , Aatash Parikh , Sebastian T. , Virgel Hammonds , Antonia Rudenstine , Tom Vander Ark , Sujata Bhatt , Chip Linehan , Liz Bergeron, PhD , David L. Dimmett, EdD , May Mark , Alan Cheng , Shael Polakow-Suransky , Eric Nentrup , Earl Martin Phalen , Andrew Frishman , Kim Smith , Carri Schneider , Fernande Raine , Evo Popoff , Dr. Jennifer Charlot, Ed.L.D , Vic Vuchic , Sherry Lachman , Kristin Levine , Karen J. Pittman , Katherine Plog Martinez ), Bob Wise , David Adams , Brooke Stafford-Brizard , Scott Frauenheim , Andrew Calkins , Rebecca Midles , Jade Grieve , Andres Henriquez , Brigid Ahern , Nancy Poon Lue ,