The School Superintendents Association (AASA)’s 2026 National Conference on Education took place in Nashville, offering a whirlwind of sessions, roundtable discussions, and plenty of cool tech to explore in the Expo Hall.
One of the highlights of the conference was the launch of AASA’s “Public Education Promise“—a framework designed to provide “every child in every community access to a highly effective education that prepares them for college, career, and real life in the real world.”
I had the opportunity to talk with David Schuler, Executive Director of AASA, to dig into this new initiative.
Schuler described The Public Education Promise as an “attempt at reimagining what we believe public education needs to look like for this next generation of learners.” This reimagining is not just about academic rigor but about a holistic approach to student success. “We know every generation learns differently,” Schuler noted, emphasizing that “our educational system has to adapt and evolve to make sure we’re meeting the needs of our learners.”
The Public Education Promise is anchored in five core principles, each designed to help district leaders foster innovation and equity in their schools.
Principle 1: Prioritize Student-Centered Learning
The first principle focuses on personalized instruction that meets students where they are. In many traditional classrooms, the pace of learning is dictated by the curriculum rather than the student’s mastery. Schuler challenges this outdated model: “If a student gets 1 to 13 right, why are we asking them to do 15 to 53? And if a student gets 1 to 13 wrong, why are we asking them to do 13 to 53?”
The goal is to leverage modern tools to accelerate learning for everyone. “Technology now gives us the opportunity to meet every child where they’re at,” Schuler says. By doing so, educators can move away from a one-size-fits-all approach and instead offer tailored experiences that allow students to soar. “You want to accelerate learning, the way we do that is meeting every child where they’re at,” he adds.
Principle 2: The New Basics: Real Skills for Real Life
As the workforce changes, so too must the definition of “basic” skills. This principle advocates for a dual focus on cutting-edge technology and timeless interpersonal skills. “AI is here. So let’s teach our kids how to use it,” Schuler urges. But he is quick to note the importance of balancing this with the human element.
Schuler refers to this blend as “real skills for real life,” or “the new basics.” It includes practical professional standards that employers demand but often find lacking. He notes that for students entering the workforce, understanding professional norms is critical—for example, knowing that “five minutes late is not ‘close enough’.”
Principle 3: Attract, Hire, Retain, and Reward the Best People
The third principle addresses the critical teacher shortage by rethinking the profession itself. Schuler points out a fundamental misunderstanding about why educators enter the field: “I think there’s a big misnomer that a lot of teachers got into teaching because they love to teach… I think people got into teaching because they love to learn.”
To retain talent, districts must improve the quality of life for educators, making the profession compatible with modern workforce expectations. AASA is currently running pilots to test new schedules. “There are pilots happening in the country right now where kids are going to school 5 days a week, but teachers are only in classrooms 3 days a week,” Schuler says. Innovations like these are essential to compete with other industries where remote work and flexibility are now standard.
Principle 4: Build Highly Engaged Family, Community, and Business Partnerships
Schools cannot do this work alone. This principle emphasizes the power of community “hubs” where districts, businesses, and families collaborate. Schuler highlights a region in Western Pennsylvania where 45 districts are working together “to really try and crack a nut” regarding local challenges.
He shares a compelling success story about his time as Superintendent of Schools at Township High School District 214 (IL) when a teacher facilitated a partnership with Redoro, a local olive oil company. While some in the district were initially skeptical, Schuler told the teacher, “I think that’s a great idea, let me know how I may be of support.” The result was transformative: “We sell olive oil at all the local malls and kiosks and Redoro pays for two full summer internships for kids to go to Italy.” This success came because the teacher didn’t just ask for money but created a value-add for the business, illustrating that “students succeed when families, schools, businesses work together.”
Principle 5: Measure What Matters
Perhaps the most provocative principle is the call to rethink how success is defined. “We have to decouple student achievement from school accountability,” Schuler asserts. While acknowledging that test scores are a “critical component,” he argues they are insufficient for judging a school’s total value.
He offers a stark example: “If you have a child, and your child is 18 years old and has an electrician’s apprenticeship making $80,000 a year, I don’t care what they got on their ACT.” The current system often fails to capture these non-academic successes. “What really matters is how successful the kids are not when they cross the stage, but how successful they are after they cross the stage,” Schuler says.
Leading Through Innovation
Implementing these principles requires courageous leadership. Schuler advises superintendents to give their teams “permission to fail forward” and to start small with pilots. “If everything you do is working, you’re not being as innovative as we believe you are,” one board member told him.
Ultimately, the Public Education Promise is about restoring the joy of learning and ensuring that American public education remains the economic and social engine of the country. By telling good stories and focusing on what truly matters, leaders can build systems where “everybody can see themselves” and every child has a path to a fulfilling future.