Real Learning, Real Accomplishment

Real Learning, Real Accomplishment: Schools that Work for Kids is the work of committed educational leaders who have transformed contemporary schools in public school systems from South Florida to Illinois, from Virginia to Nevada. It is filled with real stories of real change, brought about by embracing mastery (or competency-based) learning. When students are evaluated on their accomplishments rather than compliance with classroom rules, they begin to understand the purpose and the relevance of school.

In 19 fascinating and provocative chapters, real educators describe real solutions and the struggles behind those changes. These range from state leaders to district superintendents, principals, and teachers. Student voices are heard as well.
"We stand at a pivotal moment in education, particularly in the public education systems that educate 87 percent of U.S. students between the ages of four and eighteen," Kentucky State Board of Education member Lu Young writes to open the book. "Community members, business leaders, civic leaders, parents, educators themselves, and especially students have all become frustrated with educational practices that appear irrelevant to this century, intolerant of human differences, and which, too often, limit opportunities rather than expanding them."

Contributors: John Burks, Liz Calvert, Beth Blankenship, Anita Hartley, Derrick Rauenzahn, Jeanine Collins, Ryan Cordia, Brian Creasman, David Glover, Michael Lubelfeld, Leslie Peters, Shannon Brown, Lyndsey Bednar, April Crandall,
Hailey Sebahar, Lauren Spires, Blaine Spires, Jeff Prillaman, Teresa Stoupas, Annick Charlot, Lu Young

"School should be relevant for all students and, through hard work, provide them with access to the life they envision for themselves," writes Nevada Principal of the Year Ryan Cordia. "The senior year should especially support student career passions and abilities by providing work experience, industry credentials, or college credits based on the individual student's choice. I wanted to build a school that allowed students to succeed professionally after high school. I wanted each student who attended our school to shorten the timeline from freshmen orientation to revenue generation."

"What do grades really tell us about learning?” asks Virginia principal Liz Calvert. "As educators [we] examined the traditional structures of assessment that were largely focused on averaging scores and prioritizing compliance over growth, they recognized a disconnect between what grades measure and what students actually know and can do. The conventional system penalized early struggle and rewarded short-term performance by students, often failing to reflect meaningful growth over time."

Virginia teacher David Glover describes his philosophy, "Learning, to me, isn’t about grades or points. It’s about what students can do with what they know. Can they show it? Can they teach it? Can they transfer it? That’s mastery. The greatest joy of my career as an educator can be distilled into each moment when I’ve had the privilege of witnessing a young person decide who they want to become—a conscious choice that is unique to each individual. Sometimes, this moment strikes like the Big Bang—instant, powerful, and transformative. Other times, it takes shape gradually, evolving through experiences and decisions."

Middle school teacher and librarian IdaMae Craddock writes, "In a mastery learning environment, assessment is not the finish line—it’s a compass. Rather than serving as a final judgment of student ability, assessment is transformed into an ongoing process to support learning and growth. The core question shifts from “What did the student get?” to “What does the student need next?” Redefining the purpose of assessment requires a significant shift in perspective that leads to a metamorphosis in school and classroom culture, instructional decisions, and student outcomes."

Ira David Socol is a nationally recognized educator, author, and advocate for inclusive, student-centered learning environments. With a diverse background spanning law enforcement, architecture, and educational technology, Socol has dedicated his career to transforming educational systems to better serve all learners.In the Albemarle County Public Schools, Virginia, Socol served as an Assistant Director and Chief Technology and Innovation Officer in Educational Technology. He played a pivotal role in initiatives like the Design 2015 project, which emphasized project-based learning and collaborative educational spaces. His career accomplishments have included integrating Universal Design for Learning (UDL) principles into curriculum and instruction for all students, developing accessible technologies such as the Freedom Stick, and promoting broadband access for underserved students. Socol is also known for his contributions to educational literature. He co-authored Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools, advocating for transformative educational practices. His book Designed to Fail critically examines the historical structures of American education, highlighting systemic inequities and the need for reform.Beyond his work in K-12 education, Socol has taught at Michigan State University and Grand Valley State University. His research focuses on the redesign of educational institutions through UDL and the history of education and technology. Currently, Socol continues his advocacy through consulting, writing, and speaking engagements, aiming to create equitable and innovative learning environments for all students.

Dr. Pam Moran is a retired superintendent and co-author of Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools. A lifelong educator and innovator, Pam is recognized for her leadership in transforming school systems to emphasize student agency, equity, and mastery learning, today serving as the executive director for the Virginia School Consortium for Learning and as Principal Advisor for SocolMoran Partners. Throughout her career, Pam challenged traditional models of assessment and grading that prioritized speed and compliance over authentic understanding. With her support, district staff developed a balanced assessment system focused on lifelong learner competencies-prioritizing real-world application, deeper learning, and student growth over time. She believes that meaningful assessment practices must reflect what truly matters: students' ability to transfer knowledge, apply skills, and engage with complex problems. Her work continues through her involvement in statewide innovation efforts, including the Virginia Leads Innovation Network (VaLIN), where she supports educators in reimagining school systems. Pam's work reflects her unwavering commitment to creating schools where all learners are empowered to thrive-and where assessment becomes a tool for learning, not just measurement.