A Letter to Our Summit Learning Partners

During my early years as a middle school teacher, I saw firsthand that teamwork and partnership are crucial in making a difference for students. Those same values guide our work at Summit Learning today. As we begin a new year and the 2020-21 new school application process draws to a close, I want to thank each and every one of you, our partners new and old, for sharing this journey with us.

Our organization works hand-in-hand with nearly 400 schools across the country, and we know that it takes true partnership to move the needle on measurable student outcomes including cognitive skills, content knowledge, and habits of success. These partnerships are driving meaningful connections for teachers and their students as they develop the skills that will help them be successful in the classroom and beyond. 

As a part of this commitment to our partners, we have been hard at work preparing for our spring teacher training, where we’ll provide professional development for more than 2,000 educators as they finish the school year strong. We’re also providing support to our newest group of partner schools, who are joining our program for the 2020-21 school year. Within the next few months, you will also see our Summer Training dates announced.

We are thrilled to celebrate the successes of our diverse partner schools, especially those who are beginning to see the impact of the program over time. In Colorado, Prairie Heights Middle School increased its math and language test scores, moving the school from the second-lowest ranking in the state to the top level. In Utah, students at Farmington High School earned the highest average ACT composite score of any high school in its district, the second largest in the state. 

These local successes extend beyond test scores. We are seeing how technology is empowering educators across the country to reach every student in their classrooms, and is driving meaningful connections between students and their teachers. The Summit Learning mentoring tool is increasing student engagement in Arkansas, and is helping teachers build community in Arizona. At John Rex Elementary School in Oklahoma, teachers are reporting improvements in student behavior, and Rocky Mountain Middle School in Idaho is seeing record parent involvement in student-led conferences. It is truly an honor to support schools and teachers making incredible differences in the lives of students.

Students at Williams Elementary

As we see students across the country succeed and grow, we are learning more about the best ways to serve students and educators. We remain focused on listening to teachers and providing the tools and support that schools need to excel, and we are dedicated to an iterative process of improvement and responding to your feedback. In addition to updating our curriculum and projects to give schools more choice and greater flexibility, we continuously tailor our trainings to ensure we are providing the top-notch professional development that teachers need. In the year ahead, we will continue to respond to educator feedback and meet the needs of both teachers and students. 

Thank you, to all of our partners, for being a part of this work. We are humbled by your dedication and grateful for your ongoing support and feedback. You are making changes to drive meaningful growth for your students, and this process requires hard work and dedication. That’s why we are here, committed to supporting you today and in the years to come.

About the author

Andrew Goldin
Andrew Goldin is the Executive Director of Gradient Learning. In this role, he leads support for schools implementing the Summit Learning program across the country. He started his career teaching middle school science in the Bronx, New York as a Teach for America corps member. After, he joined YES Prep Public Schools in Houston, Texas as the principal of two YES campuses and later a manager of school leaders. Andrew joined Summit Public Schools as Chief of Schools in 2015, and became Chief Program Officer for Summit Learning in 2018. He holds a BA from the University of Pennsylvania, an MSEd from Bank Street College of Education, and an MBA from the Harvard Business School.