
Student Outcomes Don’t Change Until Adult Behaviors Change is more than a mantra—it’s a call to action, especially in today’s society where educational disparities are front and center in communities like those served by Discovering U. It highlights the idea that students’ success depends on the willingness of adults—whether they are teachers, school leaders, board members, or parents—to acknowledge their role in the system and make the necessary changes to foster better outcomes.
For years, schools in communities with a significant population of economically disadvantaged students and Title 1 campuses have been systematically neglected. These schools lacked adequate support in critical areas like campus leadership, teacher development, resource allocation, and student services. Too often, decisions about students’ futures were made without considering parent and community input, creating a disconnect between those most affected by educational outcomes and those responsible for improving them.
A key issue has been the failure to maintain consistent campus governance meetings where parents and community members could voice concerns or contribute to solutions. When meetings were held inconsistently—or not at all—students’ needs were overlooked, and problems compounded. Now, with changes in the Texas Education System that enforce stricter accountability for student outcomes, governance, and financial stewardship, it’s no longer optional to involve all stakeholders—it’s required.
The importance of this shift cannot be overstated. We can no longer push students through grade levels without providing the support they need to succeed. Nor can we afford to leave teachers struggling in classrooms without proper training and support. To meet state and federal requirements and truly improve outcomes in districts like Houston ISD, we need a paradigm shift:
Parents and Community Engagement: Parents and community members must be equipped with new knowledge and skills to understand their role in advocating for students and holding schools accountable. No longer passive observers, they must become active participants in governance and decision-making.
Support for Campus Leaders and Teachers: Adequate training, resources, and ongoing support must be provided to ensure educators can meet the diverse needs of students. Without this, even the most well-meaning policies will fail to take root.
Collective Responsibility: The mantra calls for collective ownership—acknowledging that systemic failures are not just about student struggles, but about adult behavior, including leadership decisions, ineffective teaching, poor communication, and lack of collaboration.
The current advocacy landscape, particularly in HISD, is riddled with division, blame, and short-sighted approaches that often do more harm than good. Advocacy without informed, strategic collaboration destroys districts because it promotes conflict over constructive problem-solving. For the district to thrive, the community must come together and agree on shared goals: improving literacy, math, college readiness, and special education outcomes through a unified, informed effort.
At Discovering U, we know that positive change begins with adults transforming their behaviors, taking ownership of their roles, and advocating for the systemic supports needed to uplift every student. This is not just about meeting government requirements—it’s about building a sustainable educational ecosystem where all students, regardless of background, can succeed.
Janice Thomas
Discovering U, a Nonprofit
Email: discoveringu.jt@gmail.com
Office: 713-633-0942
Cell: 713-835-1990
Facsimile: 713-751-5353
Website: www.discoveringu.info
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