New England Superintendents Prioritize Stability Over Structural Change
A study of 307 district leaders finds most prioritize system stabilization over deep structural change, despite widespread belief in the need for it.
A new study reveals a stark gap between aspiration and action among New England superintendents. Research from the Center on Reinventing Public Education (CRPE) shows that while nearly 90% of district chiefs believe substantial change is needed, most focus on incremental improvements instead of transformational redesign.
CRPE surveyed and interviewed 307 superintendents across all six New England states. The study examined whether these leaders are pursuing deep structural changes, such as eliminating academic tracking or fundamentally redesigning how staff time and money are allocated. Only a small fraction reported tackling such transformative efforts.
The Stasis of Stabilization
Most superintendents described their most ambitious change effort for the 2025-26 school year as incremental. Common examples included adopting a new literacy curriculum aligned with the science of reading or improving teacher professional development. The research indicates leaders are trained and expected to maintain the current system. They manage tight budgets and political pressures, pursuing changes they believe powerful stakeholders will tolerate. Staffing shortages, limited time, and dwindling financial resources further constrain their ambitions. Even motivated leaders find themselves constantly swimming upstream.
Examples of Transformational Change
The study highlighted a few outlier districts attempting genuine transformation. One district completely redesigned its high school around career-focused academies. Students choose pathways like healthcare or information technology, and teachers tie core academic subjects to these pathways through specific classroom examples and projects.
Another district overhauled student access to challenging courses. It eliminated tracked classes and rebuilt its schedule to include daily flex blocks for tutoring and study skills support. The district also revamped teacher training, providing educators with daily collaboration time and coaching based on classroom visits. As a result, nearly all high school students now take courses that can earn college credit.
Systemic Barriers to Change
CRPE's analysis suggests transforming public education requires effort at all levels, not just from superintendents. School boards and state leaders often demand short-term wins instead of expecting long-term, structural change. Superintendents themselves need different training and incentives to pursue transformation with dedication and urgency.
Communities must build collective support among families for a genuinely different vision of public education. This requires the courage to let go of traditional models. Philanthropic investment should target long-term efforts to build a more equitable vision rather than marginally improving a system not built for every student's success.
The evidence for specific transformative moves is not speculative. Eliminating tracking, creating collaborative planning time, and implementing more relevant instruction can produce real gains for students and improve teacher retention. The study concludes that incremental changes to curriculum, programs, or budgeting are inadequate to prepare every student for a rapidly changing workforce and an inequitable society. Doing more of the same, but better, means accepting deep inequities as the cost of protecting historical practices.
