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." "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." 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." 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

About the Author :
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.

Review :
"As schools across the country confront a disengagement and mental health crisis, the need for a human-centered education has never been more immediate. Grounded in models of practical shifts with an eye toward intentional systems change, Real Learning, Real Accomplishment is a guide for courageous educators and school leaders who want to shift their practice to change the system by learning from those who already have." - Nick Covington, Cassie Nastase, Chris McNutt, Directors, Human Restoration Project "This book is a vital contribution to the movement for educational transformation. Its stories show how courageous leaders and communities are reimagining mastery, shifting policy, and redesigning systems to better serve students. As we work across the country to dismantle outdated structures and build schools where all young people thrive, Real Learning, Real Accomplishment offers both proof of possibility and a call to action for systemic change." - Tinkhani Ushe White, Ed.D., Former Director of School Improvement, Chesterfield County (Virginia) Public Schools "...a powerful reminder that when we truly listen to students, education can transform to meet their needs. The voices captured here show us that agency, shared leadership, and authentic learning aren't just aspirations, they're necessities in our world today. And if we're being honest, they've been necessities all along." - Dr. Nick Polyak, Superintendent, Leyden Community High School District 212, Illinois "The environment created allowed teachers to find the creative, hopeful person that wanted to become a teacher in the first place - that person that the education system dulled. The creativity and hope spread to the students who were encouraged to step into their agency and use their voice. This is definitely part of what makes a school what we dream it to be." - former Palm Beach County School Board member "Reading the concepts and goals behind a new model for education is one thing, having lived through the program described and knowing how it helped shape my future success in higher education and in the work world is another. A flexible structure for measuring student growth is explained that allows students independence and opportunities to be involved in their communities, surpassing the limits of a traditional school structure and grading system. Having the learning experience described is how I gained tools and experiences that would allow me to make my hopes and aspirations into something real and reachable post-graduation. As you read, know the positive impact of this learning environment on students' lives goes beyond these words." - Sadie Carfagno, Educator, Concept Art and Storyboard Artist "Mastery-based learning took the pressure off my learning journey by enabling me to focus on genuinely developing deep, transferable skills. I was able to trust that if I meaningfully engaged with the content and showed improvement, the evidence of my learning would be there, reflected in the grade." - Leslie Payne, student, University of Massachusetts Boston "The Mastery Transcript Program opened my eyes to the difference between grades and mastery of topics, changing the way I now approach learning through my educational journey. Now, going into university, I value knowledge and understanding over grades, a shift I believe all students need in today's world." - Joelle Shen, student, James Madison High School