Student success is a critically important issue for school districts–and not simply because districts want students to perform well. Improving student learning and student success is necessary for students to compete in a rapidly changing world that requires critical thinking, creativity, and adaptability.
Learning losses and persistent equity challenges linger even as the world marks one more year since the COVID pandemic.
We asked education experts to share their thoughts regarding student success priorities in 2025 (find 50 edtech predictions for 2025 here)–discover what they had to say:
Across the country, there is growing consensus and demand for high school transformation. The pandemic has created urgency to move beyond the status quo, and community-generated ‘portraits of a graduate’ have swept the nation, highlighting the knowledge and skills many Americans want their young people to possess upon graduation. Advanced technology can now support more ambitious modes of teaching, learning, and assessment. Meanwhile, record-level student absenteeism, teacher shortages, and the latest learning science research serve as unequivocal reminders that the time for change is now. Simply put, our time-bound education system, anchored in the century-old Carnegie Unit, has outlived its shelf life. At Carnegie, we are excited to collaborate with partners in the new year to identify and elevate systems across the nation that are bringing rich, competency-based learning to life at scale. To be clear, this work is about addressing the root of the problem–not just tinkering around the edges. While transformation is challenging, we take the long view because there is reason to believe we can learn from extraordinary efforts already underway to ensure learning is rigorous, engaging, joyful, and truly effective at preparing millions more young people for success.
–Diego Arambula, Vice President of Education Transformation, The Carnegie Foundation for the Advancement of Teaching
Today’s education system and the job market are misaligned–stressing the need to move beyond interest-only career guidance. According to research, 80 percent of the class of 2023 said they would’ve been more engaged in learning if they had understood their aptitudes (or innate natural talents) and how those align to career opportunities. As our country’s workforce changes rapidly and demand for specialized skills (especially in STEM fields) grows, traditional college and career preparation models are becoming outdated. In response, we’ll see a growing emphasis on integrating real-world job experiences, apprenticeships, and personalized career exploration into high school curricula in 2025. Educators and counselors will prioritize creating learning pathways that directly connect students to in-demand careers, ensuring they are equipped with the skills, knowledge, and hands-on experience needed to thrive in the modern workforce.
—Edson Barton, CEO, YouScience
Overwhelming evidence confirms that persistent gaps in adolescents’ foundational literacy skills are preventing them from attaining educational, career, and life success. This is an urgent and growing national problem, and immediate attention is needed to help these students who likely missed the benefits of an evidence-based curriculum for foundational literacy skills in early elementary school, especially during the COVID crisis. By rethinking how to reach these adolescents and implementing principle-based and tech-enabled practices rooted in learning sciences, educators can help these students recover and become fluent readers.
–Dr. Carolyn Brown, Chief Academic Officer & Co-Founder, Foundations in Learning, Creator of WordFlight
Data is becoming–if not, already–an essential component to successfully supporting our students. These insights can tell a story about who is coming to school, who is contributing in the classroom, and who is needing assistance. Unfortunately, it can be quite difficult as student information and data tends to be siloed, outdated, and non-actionable. Expecting educators to find the information, track data trends, and identify actionable steps themselves is not probable without training and resources. In 2025, we will see a growing demand for school leaders to interpret, manage, and utilize data effectively to drive student success. We will also see schools provide training on how to analyze data and what actions to take thereafter. The schools that excel will be those whose leaders embrace a practical, step-by-step approach to data leadership because of the support they are provided by their employer.
—Tatiana Ciccarelli, Senior Professional Learning Consultant, NWEA
For today’s students, critical thinking skills are just as essential as literacy and numeracy. I believe more schools will begin explicitly teaching skills such as analysis, open-mindedness, problem-solving, creativity, and communication as early as elementary school. These skills not only prepare students for successful academic and professional careers but also help them become informed citizens. In more and more states, critical thinking is becoming a requirement for graduation. According to recent research from the Collaborative for Academic, Social, and Emotional Learning (CASEL), 20 states have created their own version of a “portrait of a graduate” that lays out skills that students must demonstrate before graduation–and critical thinking is the most commonly required skill in all 20 states. After they graduate, students who question assumptions, identify bias, and consider different perspectives will have an advantage in the job market. According to America Succeeds, seven of the 10 most requested skills on job descriptions are durable skills. Critical thinkers are eminently hireable employees because they can work independently, make decisions based on evidence, and adapt to change. Critical thinking is a skill that today’s young people need in all phases of their lives. I predict that more schools will incorporate it into traditional subject areas to better prepare students to make decisions that benefit themselves, their future employers, and society at large.
—Liz Collins, Senior Product Manager, Gale, Part of the Cengage Group
College isn’t the only path to success, and nondegree pathways are on the rise. College has long been our country’s default, but it is not the only path to success. Research commissioned by American Student Assistance (ASA) and Jobs for the Future (JFF) and conducted by Morning Consult, shows that the vast majority of young people who had chosen to pursue a nondegree pathway (90 percent) said they are satisfied with their choice. The top reasons selected include the opportunity to participate in hands-on learning (44 percent) and the ability to complete such programs faster than they could earn a college degree (41 percent). Fortunately, we’re seeing more people embrace other choices like trades. As long-standing stigmas surrounding trades continue to be lifted, more young people will recognize that they are excellent choices for lucrative and satisfying careers. Further, with the rapid growth of nondegree credentials available today and little information on which pathways lead to meaningful, quality jobs and careers, we’ll see a trend toward providing equitable access to the information, including free digital resources created with input from young people, that they need to navigate a path to success after high school.
–Jean Eddy, President & CEO, American Student Assistance
Research shows that executive function (EF) skills are strongly correlated with math achievement. However, EFs are not broadly taken up in math education practice – in part because the field is still learning how to incorporate EFs effectively and equitably. EF skills, such as the ability to hold information in mind, shift strategies, and ignore distractions, are assets students use to manage their attention, thoughts, and emotions. In math learning, students can leverage their EF skills to help them plan how to solve complex problems, process multiple sources of information and focus on the relevant components, and shift between different strategies. As researchers, curriculum developers, and teachers work together to uncover the relationships between math learning and EF skills, there will be a greater focus on finding ways to leverage EFs across math instruction (including how teachers teach and the materials they use to teach). Expect more conversations to emerge which share how understanding and attending to executive functions in instruction can help learners both develop their mathematical identities and improve their conceptual understanding of historically challenging math content.
—Aubrey Francisco, Executive Director of the EF+Math Program, AERDF
As I look towards 2025, I believe that the drive for better attendance and better educational outcomes for students will increase the push for meaningful family engagement, particularly for diverse student populations. Districts will increasingly recognize that traditional parent communication methods are insufficient, especially for English Language Learners and families requiring additional support. More districts will create dedicated family engagement roles and invest in tools that provide real-time classroom insights. Parents won’t just want to know how their children are doing – they’ll want to see it happening. The most successful districts will be those that make family engagement a strategic priority, backed by both personnel and technology resources that make classroom learning visible and accessible to all families, regardless of language or technological barriers.
–Matt Given, CEO, Seesaw
Adaptive learning technologies will continue to personalize curriculum and assessment, creating a more responsive and engaging educational journey that reflects each student’s strengths and growth areas. Generative AI and other cutting-edge advancements will be instrumental in building solutions that optimize classroom support, particularly in integrating assessment and instruction. We will see more technology that can help educators understand the past to edit materials in the present, to accelerate teachers planning for the future.
—Andrew Goldman, EVP, HMH Labs
In 2025, I hope we see a shift in how young people are able to use technologies to express their ideas and cultivate their imaginations. AI is becoming the next generation of innovative technology, one that can be an inspiring creative companion that supports learners as they navigate their educational journeys. At the Scratch Foundation, we believe that imagination is the currency of the future. To nurture this imagination, we must center creativity and agency in the learning process. While AI’s role in education is still taking shape, its greatest promise lies in tools that spark curiosity, foster exploration, and invite students to think, create, and collaborate.
–Dr. Margaret Honey, President & CEO, Scratch Foundation
I expect to see even more K–12 leaders embrace a holistic vision of student success–one that recognizes that academic knowledge and durable skills need to be developed in tandem in our schools and classrooms. Building knowledge across ELA, math science, and social studies can be accelerated with the development of critical thinking, collaboration, creativity, and problem-solving skills. I have seen the power of these skills in action throughout my career–from college readiness at Princeton Review to adult learning at General Assembly. But we have to start building them as early as possible to empower students to leverage them effectively throughout their lives. We will see a move toward measuring the ability to adapt, transfer knowledge, and apply existing skills in new circumstances. We’ll see more states and districts implement comprehensive frameworks like Portrait of a Graduate, which capture these multidimensional aspects of student learning and achievement. Edtech companies are going to rise to the occasion to help educators build and measure both academic and durable skills in authentic ways–meaning, ways that reflect the unique capabilities of individual students.
–Scott Kirkpatrick, CEO, BrainPOP
While there is uncertainty about how education may change under the new presidential administration, project-and work-based learning will continue to be a major focus for preparing our youth for the world after high school. Students often learn best by “doing.” When they are given the opportunity to engage in authentic projects and hands-on learning opportunities, they become more deeply engaged in the academic content and also learn critical skills like teamwork, problem-solving and communication that help prepare them for life.
—Bob Lenz, CEO, PBLWorks
Throughout recent school years, student learning disruptions has been a leading topic, but the focus has been primarily on literacy and mathematics. Both are essential subjects that students need to master, but the one subject that has been left out of the conversation and has faced massive disruptions is science. Before and during COVID, science took a backseat compared to other subjects. Now, we are seeing the repercussions of that with significantly lower achievement scores and little progress made. In 2025, schools will continue to face the challenge of recovering science achievement, particularly for older students and historically marginalized students. Schools will need to prioritize integrated approaches that combine science instruction with math and reading to accelerate progress across multiple subjects. With the STEM industry growing and becoming a main driver in our workforce, it is highly important that we continue to expose students to science and educate them on the possibilities within this field.
—Sue Kowalski, PhD, Lead Research Scientist, NWEA
As we approach 2025, the impact of COVID-19 on academic gains and achievement continues to be a concern, especially in the area of middle school literacy. Current middle schoolers, who spent their early literacy years navigating the pandemic’s learning disruptions, face some of the most persistent challenges in our education system, according to our latest research. Recovery efforts have stalled for many, and in some cases, achievement gaps are widening. To reverse these trends, districts must prioritize evidence-based interventions, including high-dosage tutoring and extended learning time. However, addressing academic gaps alone is not enough. The mental health toll of the pandemic on students remains significant, and comprehensive mental health support is also essential to help students re-engage fully in their learning. In addition, school leadership stability and teacher engagement will be crucial to sustaining recovery efforts. Without investing in our educators and creating stable, supportive environments, even the best interventions will fall short. 2025 must be the year we take bold, decisive action for middle school students, or we risk allowing the long-term effects of the pandemic to shape their futures.
—Dr. Karyn Lewis, VP of Research & Policy Partnerships, NWEA
With rapidly changing technology and evolving job markets, there is a growing emphasis on lifelong learning and skills development. In 2025, education will continue to shift from a finite stage of life to an ongoing process, with institutions offering more adult learning programs and skills-based education. The World Economic Forum suggests that more than 1 billion people will need reskilling by 2030, and 50 percent of all employees will need to upskill by 2025 to meet the demands of changing job markets. Institutions are on the path to creating more opportunities for individuals to upskill throughout their careers. This trend will lead to more short-term, industry-specific certifications, with partnerships between educational institutions and employers to address real-world skills gaps. By 2025, it’s anticipated that a significant percentage of professional development budgets will be dedicated to lifelong learning platforms. Additionally, AI in lifelong learning can create personalized development paths for employees, identifying and addressing skill gaps that align with industry needs and emerging job roles.
—Gaspard Maldonado, Head of SEO, Superprof
Career and technical education (CTE) has proven to be a key driver of student success in high school. The data indicates that students who focus on CTE courses have a graduation rate of around 93 percent, significantly higher than the national average. As more industries–including manufacturing, automotive, logistics, and healthcare–experience a growing need for skilled workers, successful CTE programs are gaining recognition and prioritization nationwide. In response, schools will continue to diversify their CTE offerings to meet the needs, expand into new fields and will create partnerships with key industry organizations. This will enable more effective alignment with workforce and talent pipeline demands and can better prepare students for high-demand careers after graduation.
–Amy Miller-Weiland, VP of Professional Services and Learning and Development, YouScience
While COVID may be in our rear-view mirror, the effects of disruptions to learning are still being felt as students struggle to regain academic progress to pre-pandemic levels. Education leaders will have an increased need for effective options and strategies to accelerate student academic growth. Along with that, they will need a more comprehensive view of how those options and strategies are driving growth within their local school communities. National, large-scale research analysis only goes so far as to guide how best to support students. Researched efforts at the local level will see a rise in value in the years ahead. Reliable and trusted research organizations will play a critical role as partners to schools and districts seeking evidence-based answers specific to their region and district circumstances.
—Scott Peters, PhD, Director of Research Consulting Partnerships, NWEA
I believe that 2025 will be the year that states continue to utilize education research and development to determine how to invest in the processes, tools, and curricula that actually work, resulting in improved outcomes for students. Now more than ever, we must ensure students have meaningful learning experiences at school. I believe we will replicate efforts in states across the country, including Indiana, Kentucky, and Virginia, that are working to ensure that young people have access to high-quality learning-to-career pathways, in addition to mastering core academic expectations in reading, math, and science. We will also continue to be inspired by the work of states, such as Colorado and Tennessee, that have invested in comprehensive data systems that span from early education through workforce to ensure access to the data and information that communities need to make decisions about which educational programs and practices are working for their students. By harnessing the power of evidence, research, and data to inform policy decisions, we can ensure every student is equipped with the tools, skills, and opportunities they need to thrive in life beyond graduation.
–Sara Schapiro, Executive Director, Alliance for Learning Innovation (ALI)
As I look ahead, I see Deeper Learning emerging as the key to how we prepare students for the rapidly changing world they’ll face. It’s no longer about relying on traditional exams or a checklist for graduation. Deeper Learning will reshape education by focusing on developing the skills that employers, colleges, and society at large see as essential for success, such as critical thinking, adaptability, collaboration, and problem-solving. This shift isn’t just about adding new elements to the current system; it’s about completely rethinking how we approach education. We’re moving away from a one-size-fits-all, standardized model and embracing a more personalized, skills-based approach that empowers students to shape their futures. Success will no longer be measured only by grades or course completion. There will be an emphasis on how students become architects and designers of their own future. This is how Deeper Learning is fostered. Deeper Learning will encourage students to engage with real-world challenges, co-authoring their learning experiences and connecting what they learn in school to what they’ll need in further education, the workforce, and life. It’s a reframing of how we think about education–focusing not just on academic knowledge, but on preparing students to navigate the complex and unpredictable paths ahead of them.
—Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES
Looking ahead, I am energized by the opportunity to redefine what learning and success mean in high school. Picture a future where education includes the mastery of both rigorous content knowledge and essential skills–collaboration, communication, and critical thinking–that prepare learners to thrive in college, career, and beyond. Through the Skills for the Future partnership between ETS and the Carnegie Foundation, we’re advancing a vision of learning that happens anytime, anywhere, blending classroom experiences with real-world applications. By designing assessments that highlight students’ strengths and potential, we aim to forge stronger connections between high schools, postsecondary institutions, and the workforce–creating pathways that empower every student to succeed and thrive.
–Laura Slover, Managing Director of Skills for the Future, ETS
I see a future where high-impact instruction becomes increasingly dynamic, allowing teachers to adapt their teaching in real time to meet each student’s needs. Leveraging new tools and data that seamlessly blend into the learning experience, educators will be able to act immediately on insights by more deeply understanding each student. This will not only enhance academic outcomes but strengthen teacher-student relationships, empowering educators to connect with students on a more personal level. I’m excited to see how these advances will enable our teachers to build truly supportive classrooms where every student can thrive.
—Shawn Young, SVP Product & Strategy, HMH
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