After nearly a decade of working with secondary students, I know how challenging it can be to move a high school forward. The weight of tradition and rigid structures often makes it feel like the best we can do is get students “back on track,” even when we’re not confident that the pathway fully supports their potential. But through my participation in The Learning Accelerator’s study of EdVestors’ School on the Move finalists — interviewing educators, analyzing school models, and spotlighting effective practices — I was deeply inspired by schools moving beyond the status quo. 

Each year, EdVestors recognizes notable schoolwide improvement efforts within Boston Public Schools (BPS) through its School on the Move (SOM) prize. This recognition honors schools that demonstrate exceptional progress. The finalists in this study — East Boston High School (EBHS), Boston Green Academy (BGA), and Fenway High School — show that improvement isn’t just about incremental change; it’s about realizing aspirational visions through innovation. Most of all, I was moved by the educators leading this work, who are showing us transformative change is not only possible — it’s happening.

Here are three lessons I took away from these forward-thinking schools:

Lesson 1: Learning Is Most Powerful When It’s Relevant

One aspect that quickly stood out is how each school makes learning feel meaningful. Instead of treating education as a checklist of requirements, these educators connect coursework to students’ lives, interests, and aspirations. At BGA, students engage in the Green Line pathway, blending environmental science coursework, outdoor learning with nonprofit partners, and internships in green careers. These experiences deepen their understanding of sustainability and connect learning to real-world challenges. Fenway High School centers experiential learning through Project Week, community-based internships, and their Junior Review — an 11th-grade portfolio presentation, which encourages reflection, goal-setting, and ownership of their learning journey.

In my experience, students’ engagement surges when learning feels real and connected to their lives. This level of personalization doesn’t just increase engagement — it builds a sense of ownership. When students feel that their education is designed with their interests and goals in mind, they become more active participants in their learning.

Lesson 2: Mastery-Based Learning Shifts the Focus From Grades to Growth

Another common thread is the move toward mastery-based learning. At EBHS, teaching and grading are aligned to clear, standards-based learning objectives. Teachers use common rubrics and analyze student work together to ensure consistent, meaningful assessment. This approach helps students understand expectations and track progress, fostering deeper learning and greater engagement. Fenway High School utilizes their Portrait of a Graduate as the foundation for their College, Career, and Life Readiness Competencies framework. These competencies are then layered in via gradual release throughout the high school experience.

By prioritizing mastery over traditional grading, these schools help students focus on deeper understanding and sustained growth. It’s a demanding shift — but one that pays off in increased engagement and achievement.

Lesson 3: Strong Community Ties Support the Whole Child

Education doesn’t happen in isolation, and these schools recognize that education extends beyond the classroom. BGA leverages local partnerships to offer students engaging, real-world opportunities through clubs and extracurriculars that reflect students’ identities and passions. EBHS draws strength from its alumni, many of whom return as staff members, and its Parent and Family Center, which strengthens home-school connections. The school also collaborates with community organizations to offer wraparound services that meet students’ social and emotional needs. At Fenway, early college opportunities and a unique year 13 program give students a head start on college credit and experience.

I remember how exhausting it felt trying to provide students with the experiences and support they needed to access opportunities outside of our school building — it is simply not sustainable to do it alone. By forging strong partnerships with families, local organizations, businesses, and higher ed institutions, these schools not only create environments where students feel supported in all aspects of their development, but they do it in ways that add to the school’s capacity, not take from it. 

What We Can Take Away from Schools on the Move

These Boston schools show that significant improvement and transformation are possible for schools willing to take a different approach. Their success offers key takeaways for school leaders everywhere:

• Start with a bold vision. Ask what’s possible, not just what’s practical.
• Broaden the definition of student success. Consider social-emotional learning, college and career readiness, and other durable skills, and incorporate these into growth goals and measures.
• Leverage community partnerships. Strong relationships with families and local organizations expand opportunities for students without adding to teachers’ workload.
• Embrace continuous learning and iteration. Innovation is an ongoing process of listening, adjusting, and improving.

Working with these exemplary schools reinforced a belief I’ve long held: high school should be a place of possibility, not just a rite of passage. I am grateful for the vision and hard work of the educators at these schools for showing what’s possible: for their students, their communities, and the field at large.