Hopkins 270 Blog

In Fall 2018, Hopkins 270 introduced the concept of Vision 2031 (named after the graduation year of the incoming Kindergarten class). They published the above graphic which includes a simple statement of intent: “Great to World Class”.

As we approach the middle of the 2024-25 school year, we find ourselves exactly half way through the full 13 year primary and secondary education cycle for the Class of 2031.

So how are we doing on the pathway towards being a “World Class” school district?

The Start of a Pattern: Non-Quantifiable Targets

To get budget approval in the private sector for a large-scale project (particularly one that will costs millions of dollars and take years to develop and deploy) you are generally required to establish, track, and report on quantifiable, measurable targets at regular intervals. We regularly track and examine project or program “health” scores to determine if we are on target for intermediate goals and final objectives, and we identify if there is budget and schedule risks that need to be addressed.

A simple formula for quantifiable target might be something like this: “We will produce X (a quantifiable output) by Y (a fixed date)” along with the acknowledgement that it will be accomplished within the defined budget using the agreed-upon resources.

There are no standardized, objective, quantifiable measurements used to determine if a public school system is “Great” or “World Class”. In reality, “Great to World Class” is not a quantifiable target. It is a marketing statement.

Like the vast majority elements in Vision 2031, this is the leading statement that reflects a pattern and practice of using terminology and marketing savvy to sell the Vision while avoiding having the administration tied to any quantifiable, fixed targets for making Hopkins 270 “World Class”. Frankly, there was no way to even establish that Hopkins 270 was “Great” before the change in district administration in the summer of 2017.

It is clear that the Hopkins 270 administration meticulously limits the use of quantitative targets for measurement, and instead focuses heavily on qualitative testing. Why? If my experience, anyone who expects to succeed in achieving the targeted objectives will want their performance to be measured though objective, quantifiable results. If I’m in charge, particularly of a long-term, large scale project, I want to have quantifiable targets to protects me from the potential of changing whims in management. As a leader, I can’t stand it when people try to use non-quantifiable targets. It allows them to change the rules as we progress, claiming wins without achieving any actual, valuable results.

By steadfastly using non-quantifiable targets to determine success of Vision 2031, starting with the initial statement of intent, the Hopkins 270 district administration has established a system that allows them to continually move the goal post without being tied to objective quantitative figures that they cannot manipulate to achieve their marketing goals.

Baselining “World Class”

What does it take to be “world class” at something? Let’s think of athletes. There are over 30,000 high schools in the U.S. If we take the most talented, gifted basketball male and female players from each high school, we have over 60,000 student athletes that might be described as between “really good” and “great” at hoops. Yet, there are not enough spots in college basketball for each of those kids. For the best of the best of those who do get to play college ball, the NBA’s annual draft will select 60 new players to join the ranks of under 540 total male professional basketball players. The WMBA has 144 players. Even if we accept that all those players are “world class” — and only a fraction are known by fans — we’re talking really small numbers of truly elite “world class” players.

Along the same lines, if a school district is going to be considered “world class” — even “great” — it seems to me that it would need to not just be recognized as the top in its area, but also the best in the region and amongst the best of the best in the state?

Up Next: Hopkins 270 Quantifiable Numbers

So where does Hopkins 270 stand in terms of measurable results for schools in Minnesota, and what does the trend look like compared to others over the past decade? That will be in my next post.