School Leaders' Think Tank

Mississippi’s School Leaders: The Time to LEAD Compliance  to Excellence

Introduction

Mississippi’s High School Accountability Model is proposed to undergo significant changes in the upcoming school year. Among these changes, three key areas will have a major impact:
1️⃣ The removal of the U.S. History End-of-Course (EOC) exam
2️⃣ The new College and Career Readiness (CCR) model, emphasizing Acceleration, Achievement, and Assessment, which will directly affect Mississippi’s Graduation Pathway
3️⃣ The introduction of the Bridge-to-Career choice option, designed to support a special population of students

When discussions about these changes first emerged, there was considerable uncertainty about their implementation and impact. Initially, I hesitated to form an opinion, as many details remained unclear. However, over the past 12 months, I have dedicated significant time to understanding this new model—not only from the perspective of a student but also as a teacher and school leader.

Understanding how these measures will shape student achievement, teacher preparedness, and school leadership is crucial. Many Mississippi schools have successfully maximized the current accountability model, which typically operates in seven-year cycles. However, the COVID-19 pandemic disrupted this timeline, making way for a more advanced model focused on continuous improvement.

As educators, we are committed to growth and innovation. The time is now to take action—to lead with vision, adaptability, and passion. Mississippi has made tremendous progress, and both our students and educators deserve transformative leaders who will drive meaningful change with purpose and humility.

The CCR indicator has three parts: Acceleration, Achievement, and Assessment. These work together to encourage and track important accomplishments that help students get ready for college, careers, or the military.

The Acceleration component hasn’t changed. It still tracks how many students take advanced courses and special assessments, as well as how well they perform.

The Achievement component rewards students for earning diplomas with extra accomplishments that help prepare them for college, careers, or the military. Mississippi’s diploma endorsements determine the points awarded:

• Distinguished endorsement = 1 point
• Standard endorsement = 0.75 points
• Traditional diploma = 0.5 points
• Diploma equivalency = 0.25 points
• No diploma in 5 years = 0 points

Recognizing these achievements in school ratings encourages and rewards students for reaching important milestones. This component is separate from the graduation rate, which still plays a big role in school accountability.

The Assessment component encourages higher scores on well-known tests linked to college and career success, including the ACT, SAT, ACT WorkKeys, and ASVAB/AFQT. These plans are set to begin in the 2025-26 school year and will be evaluated in fall 2026 to create a new accountability measure.

The Challenges for School Leaders 

The new requirements in the proposed plan emphasize Acceleration, Achievement, and Assessment to better measure college, career, and military readiness. Implementing these changes effectively requires strategic leadership and a clear process to maximize benefits for both students and educators.

Steps for Effective Implementation:

1. Identify Current Performance Levels
   
   • Use data to assess where students currently stand in advanced coursework, diploma endorsements, and assessment scores.
   • Compare these levels to the new accountability measures.

2. Set Clear Goals for Improvement
   
   • Define specific targets for student participation in accelerated coursework and specialized assessments.
   • Develop a plan to increase diploma endorsements and improve assessment scores.

3. Develop and Implement a Strategic Plan
   
   • Process Standards: Break down the key requirements of the new components and how they align with existing programs.
   • Building-Level Integration: Determine what changes need to be made in course offerings, instructional strategies, and student support systems.
   • Assessment Preparation: Ensure students have access to test prep resources and interventions for the ACT, SAT, ACT WorkKeys, and ASVAB/AFQT.

4. Foster a Culture of Shared Leadership
   
   • Involve teachers, counselors, and support staff in decision-making and strategy development.
   • Provide professional development to ensure educators understand and can support these new expectations.
5. Monitor Progress & Adjust as Needed
   
   • Regularly review data to measure growth and adjust strategies accordingly.
   • If students are not meeting expectations, identify intervention strategies to support them.

6. Embrace Change for Maximum Impact
   
   • Communicate the vision clearly to students, staff, and families.
   • Reinforce how these changes benefit both student success and school accountability.

By following this data-driven, strategic approach, school leaders can ensure these new accountability components drive meaningful improvements while supporting both students and educators effectively.

Equity in Education: A Real Challenge That Requires Action

Equity in education is a real and pressing issue—especially when it comes to funding, access to specialized programs, and opportunities for students across different districts. Even though school funding may have increased overall, not all districts receive the same share.

For example, under a flat increase valorem system, districts with the same student population can receive vastly different funding allocations. District A and District B may both serve 1,800 students, but one could receive more funding while the other sees a decrease. This directly impacts the resources available for student success.

Access Disparities in CTE and Specialized Programs

Another major equity issue is access to Career and Technical Education (CTE) programs and other specialized learning opportunities:

• Some districts share CTE centers, which limits how many students can participate.
• Some schools have only a few allotted seats in key programs, while others have unlimited access.
• This creates an uneven playing field, where students in one district have greater career-readiness opportunities than those in another.

So, What Can We Control?

While district-wide funding disparities may be beyond a school leader’s immediate control, there is still power in instructional leadership. Challenge what you can control within your building.

1. Maximize Instructional Opportunities
   
   • Ensure high-quality teaching in core subjects to prepare students for college, career, and military readiness—regardless of outside funding.
   • Offer dual enrollment, AP, and IB courses whenever possible to expand student options.
2. Increase Accessibility
   
   • Advocate for partnerships with local businesses, colleges, and trade schools to bring more opportunities to students.
   • Use virtual learning to bridge gaps where physical seats in CTE programs are limited.
3. Intervene Where Gaps Exist
   
   • Identify which students are missing out due to funding inequities and provide targeted support.
   • Offer tutoring, mentorship, and test prep programs to level the playing field.
4. Build a Culture of Advocacy
   
   • Push for policy changes at the district and state level to make funding and program access more equitable.
   • Engage parents, teachers, and community leaders in discussions about fairness in school funding and opportunities.

Yes, equity is a real issue. And while some funding disparities are beyond local control, school leaders can still drive change by making instructional decisions that maximize student success within their own buildings. The challenge is real, but so is the power of intentional, equity-focused leadership.

IV. The Urgency: Why the Time to LEAD is Now

The landscape of education in Mississippi is shifting, and delayed action is not an option. The choices school leaders make today will directly shape the future of their students, schools, and communities. Now is the time for proactive, visionary leadership—leaders who are willing to embrace change, take bold steps, and ensure that every student has the opportunity to succeed.

• Delayed Action Has Consequences
  Postponing critical decisions and adjustments can negatively impact school ratings and student outcomes. The new accountability measures will influence school performance evaluations, and schools that do not prepare will find themselves struggling to meet expectations.
  
• The Need for Strong Leadership
  Mississippi schools need leaders who will act with urgency, make data-driven decisions, and foster a culture of excellence. School leaders must not just react to change but anticipate and lead it with purpose and confidence.
  
• The Long-Term Impact of Accountability
  Embracing these changes now ensures better outcomes for students in the long run. Schools that take accountability seriously will see improvements in student readiness, graduation rates, and overall success in college, careers, and the military.

The LEAD Framework: A Blueprint for Effective Leadership

To successfully navigate the evolving landscape of education and accountability, school leaders must LEAD with intentionality. This framework provides a structured approach to ensure that both students and educators thrive.

L – Learn the Model

• Understand the new accountability measures and their impact on student success.
• Study the Acceleration, Achievement, and Assessment components to align strategies accordingly.
• Use data-driven insights to assess where your school currently stands and identify areas for improvement.

E – Engage in Collegial Conversations

• Foster collaboration among educators, administrators, and stakeholders.
• Share best practices and innovative solutions to overcome challenges.
• Build a culture of shared leadership where everyone has a voice in driving success.

A – Adapt Strategies for Success

• Customize instructional approaches to meet the unique needs of your students.
• Implement equitable solutions to ensure all students have access to resources and opportunities.
• Be flexible and responsive, adjusting plans based on student data and performance trends.

D – Drive Continuous Improvement

• Establish measurable goals and monitor progress consistently.
• Celebrate successes while addressing areas that need growth.
• Instill a mindset of lifelong learning and ongoing professional development among staff.

The LEAD Framework isn’t just about responding to change—it’s about leading the way toward excellence. By learning, engaging, adapting, and driving improvement, school leaders can empower their teams, elevate student success, and build a future-ready education system.

Conclusion: A Call to Action

Now is the moment for school leaders to step forward with boldness, clarity, and commitment. Mississippi’s future depends on leaders who are ready to act, innovate, and inspire.

• Embrace the challenge. See this as an opportunity to transform education for the better.
• Lead with confidence. The choices made today will define tomorrow’s success.
• Be the difference-maker. Every decision impacts students’ futures, shaping the trajectory of their lives.

“The function of leadership is to produce more leaders, not more followers.” — Ralph Nader

Mississippi’s schools deserve strong, determined leaders who are willing to do the work necessary for lasting success. The time to lead is now.

Best,

Yeager — The Luckiest Principal