The Future of Education in Washington State with Superintendent Chris Reykdal

Washington State Superintendent of Public Instruction Chris Reykdal has been at the helm of education in this state for seven of the most challenging years in education in recent memory. But that hasn't dissuaded him from seeking a third term this November. In this episode, Reykdal steers us through the complex terrain of educational policy, public opinion and a changing world that will demand innovation and adaptation from educators as we move into the future.

It's a candid look at the public school system's resilience and adaptability in the face of a world irrevocably changed by the pandemic, where student populations are declining, educators often find themselves under attack from vocal detractors in their communities and a mental health crisis plagues classrooms across the country. Reykdal finds hope in the transformative potential of dual-language programs, equity, inclusivity and the possibility of reimagining the ways our high schools can best provide the education all students need for future success. 

Throughout history, Reykdal says, public school systems have come under attack from various quarters. This, too, shall pass, he believes and the job of educators is to keep their eye on the prize - learning according to the needs of each child. While he never contends the job is or will be an easy one, Reykdal frames the future of education in Washington State with a refreshing optimism as he vies to continue leading the state's 295 public school districts and their combined total of more than a million students.

Find out more about Superintendent Chris Reykdal online at:

• Washington Office of Superintendent of Public Instruction
• And his official campaign site, Elect Chris Reykdal.
  
  
  

"Outliers in Education" is a project of CEE, The Center for Educational Effectiveness. Find out more at effectiveness.org.

Produced by Jamie Howell at Howell at the Moon Productions.

Episode Transcript

Ad VO (00:05):
Outliers in Education is brought to you by CEE, the
Center for EducationalEffectiveness.
Better data, better decisions,better schools.
To find out more, visiteffectivenessorg.
I think we really need tochange how we look at what we do
in schools.
Everything that we do aseducators, it just comes back to

(00:28):
people.
I love it, even when it's hard,especially when it's hard.

Superintendent Chris (00:32):
Ultimately , I mean, this is about what's
best for kids.

Eric Price (00:38):
Howdy everybody.
I'm Eric Price, joined asalways by Mr Eric Bolz from the
Center for EducationalEffectiveness, welcoming you
back for another episode ofOutliers in Education Bolzie.
Given the lightning quickchanges in technology, the
ever-shifting studentdemographics and harsh political
winds gusting at us from alldirections, charting a course

(00:59):
for the future of educationseems about as easy as wait for
it.
Let's say, piloting a sandwormthrough a sandstorm.
Hmm, is that a Dune referenceEP.
Exactly my 80s brother.
Most of us couldn't even climbon top of that bad boy, much
less figure out how to direct it.
He's been charting the coursefor education in Washington
State for seven years now and hehas some big ideas about how

(01:21):
the next seven years might look,as he is looking for his third
term as state superintendentStraight out of OSPI.
It's Washington StateSuperintendent of Public Chris
Reykdal.
Superintendent Reykdal, we'reso grateful that you've joined
us here today.
Well, thanks for having me.
It's good to see you all.
You know being a superintendentof the entire state of

(01:41):
Washington.
It seems like a massive job tome, and I have known the last
couple of superintendents andhave worked with them both.
There's a lot of stuff thatgoes on that just isn't a lot of
fun.
What is it that kind of keepsyou going and keeps you
motivated?

Superintendent Chris Reykdal (01:55):
in the role.
Well, I think it's the uniquenature of it in our constitution
.
To be honest with you, I don'tlose sight ever that the real
magic of teaching and learninghappens in classrooms and,
candidly, on buses andplaygrounds and cafeterias and
libraries and on the athleticfield.
So what's really cool aboutthis role is we build a team
who's increasingly gotexperience in schools, who say,

(02:16):
gosh, let's make sure that we'rereally supporting school
districts that's ourrelationship and empowering
principals and teachers and allkinds of educators.
Let's trust that they know whatthey're doing.
So then our role is really howdo we translate their needs and
interests to the legislature?
And of course, those are 147separately elected people plus
the governor.
They have their own vision, andso part of what we do is kind

(02:37):
of meet them in the middle andfigure out shared solutions that
are bipartisan and across allthe entities, and then we're
translating back to our schooldistricts.
Hey, you had a passion and aninterest and a direction.
We use data.
We promoted that thelegislature took a little twist
on some things.
Here's where they landed, andso then we're responsible for
then you know, theaccountability of the system.

(02:58):
So we really don't lose sightat all on our purpose, which is
what keeps us motivated, andwhen we do it well, we're
resourcing and empowering ourschool districts, and students
are having success.

Erich Bolz (03:08):
You're no stranger to campaigns, obviously no
stranger to close campaigns, andwe happen to also know one of
the candidates in this upcomingrace, reed Saris, pretty well.
It seems to us that you have alot of similarity in terms of
your platforms and, really, yourhopes and dreams for kids
across the state of Washington.
What, from your perspective,distinguishes you from Reed

(03:30):
Saris' platform in this upcomingcampaign?

Superintendent Chris Reykd (03:32):
Well , I never talk about other
people, they got to talk aboutthemselves.
I talk about me and kind of myvision.
So really it's all aboutexperience having been a
classroom teacher on a schoolboard and you know higher
education is a big part of mybackground 14 years and then
serving in the legislature again.
This office has got totranslate school district needs
and policymaker needs, and sothe breadth of experience is

(03:53):
really really critical there.
And then, from a visionstandpoint, you know it is about
closing gaps.
The entire purpose of public edand its origin was really
allowing the sons and daughtersof the wealthy and the sons and
daughters of those who strugglemightily to sit shoulder to
shoulder and learn fractionstogether and learn to read
together and learn to get alongand see each other's
perspectives differently.
So for me it is about buildinga system that's inclusive.

(04:16):
That's what we've always done.
We've made great progress onthat, both as a nation, a state
and actually even through thepandemic, which is very exciting
.
And so how do you keep closingthose gaps?
How do you innovate throughtough times and complicated
times and there's alwaysfinancial distress how do you
close those gaps with innovation?
And that's what I focus on eachday.
That's what I'll keep focusingon.

Eric Price (04:35):
Superintendent Reykdal, if somebody was going
to say, hey, could you tell mewhat's the purpose of education,
K-12 education?
How would you nutshell that?

Superintendent Chris Reykda (04:44):
I'd say it's one of the most
fundamental democraticinstitutions in America.
Its entire purpose is to try tolook past race and gender and
income inequality and to sitpeople down from age five,
really all the way to age 18.
Now we've got some earlylearning.
We do some post-secondarytransition and give them all an
equal opportunity to learn, andit's an opportunity right.

(05:05):
We try to learn and it's anopportunity right.
We try to investdisproportionately in those who
need more, but it's arelationship of us as a
democratic body in this republicthat invests in the system.
Everyone gets that opportunityand then the responsibility is
shared with parents andguardians and the student
learner themselves.
So the purpose is opportunity,the mission is equity and the

(05:26):
responsibility is that we allhave our hands in it together.

Erich Bolz (05:30):
One of the things that I was struck by when we
talked with candidate Saris washe really seems to have a handle
on this huge, pervasive issuethat I think schools face around
mental health and mental healthconcerns with children.
How can we address that overthe next four or five years,
given schools really weren'tfundamentally resourced for that
, teachers weren't trained to dothat kind of work and this

(05:51):
isn't a state of Washingtonissue.
This is a huge national, Iwould say endemic yeah there's
no question.

Superintendent Chris Reykdal (05:56):
I met with a delegation from South
Korea, incidentally, maybe twomonths ago, and they spent the
entire half hour, throughtranslators, talking about the
student behavior and disciplinechallenges and mental health
challenges of students in SouthKorea and how their parents are
responding to that and thepressure on educators there Wow,
so it really is a global issue.
Our approach has been to reallyfocus on regional mental health

(06:19):
networks.
We've invested ESSER moneywhere I had a little discretion.
Thankfully, the legislature isstarting to backfill that as the
federal money goes away, andour whole concept here is that
it doesn't matter whether youlive in a school district of 100
kids or a school district of45,000 students.
We should be able to havemulti-tiered supports for you
Everyone getting some socialemotional learning support,

(06:40):
really building those buildingblocks of not just mental health
but respecting each other andtaking responsibility for
ourselves, and then, as studentsfind themselves, some of them
in greater need, that thesupports ratchet up.
So these regional mental healthnetworks are really, really
powerful because it allowsdistricts that are really small
to still access something intheir region.

(07:01):
Maybe they send personnel tothe district or maybe it's a
referral system, maybe it's areferral system.
So it's been a huge, huge thingfor us and we just finished a
healthy youth survey where over200,000 students filled it out
and it's the best numbers we'veseen in five years.
So their sense of anxiety andisolation is coming down.
Their sense of hope is going up.
More of them report that theyhave an adult that they trust

(07:23):
and they can connect with at theschool for support.
Suicide ideation is on its waydown and thankfully in our state
, through a lot of hard work,our actual suicide rate of
school-aged children, which isessentially age 10 to 20, so
they've got a kind of a broadmetric on that that's below
pre-pandemic levels.
It was averaging a little over70 students a year.

(07:43):
It's 56 students, I believe,each of the last two years.
So one is too many, but theinterventions really matter.
We've got a good game plan forthese mental health networks and
skill building for kids alongthe way.

Eric Price (07:54):
We just got to make sure we keep investing in that
work and we talked a little bitabout that at the beginning of
the show.
But some of our changingdemographics and dual language
has been one of those thingsthat you have been a big
promoter for why devote so muchenergy to dual language?
What's your thinking there?

Superintendent Chris Re (08:11):
Because it's more than language.
One of the things we know fromthe research, of course, is A
you're globally more empoweredwhen you have multiple languages
.
So just the success of youngpeople coming out of Washington
seeing the world as theiropportunity and employment and
business startup and creation isamazing.
But it maps the braindifferently when young, young
people obviously preferably atbirth are learning two languages

(08:35):
In our case we try to start abunch of them at five years old
or earlier when they're learningtwo languages, it literally
maps their brain differently,they process information
differently and I think theresearch around the world says
you know those studentsobviously get a big language
advantage, but by lateelementary, early middle school,
they're also excelling in theworld in mathematics and science
and other content areas.

(08:55):
So it's about respecting culture, empowering our kids and really
giving them all the tools tothink critically.
And the more language commandyou have, the better.
I'm super proud of this.
We're in 150 schools now.
We're in 50 school districts.
50,000 children are nowlearning two languages from the
start, from kindergarten on.
So this is where we've been aninnovator in the country and in
the world and I'm excited tokeep going.

Eric Price (09:17):
And I'm just curious I don't know the statistics
around the states how are we incomparison to language and that
dual acquisition?

Superintendent Chris Reykdal (09:27):
We appear to be near the top.
We've learned a lot from NewMexico, who's had this for a
very long time.
I think the contrast peopleshould draw is lots of states
invest money in sort of ELprograms English language
learning so they see students asdeficit speakers, mostly
Spanish speakers who come to theUnited States and then they're
catching them up in English.

(09:47):
We're talking about somethingvery different here.
We have some of that we'retalking about, you know, 10
English speakers, 10 Spanishspeakers sharing a classroom the
20 of them together in, say, akindergarten classroom and
they're learning each other'slanguages through content.
So Monday and Wednesday mightbe Spanish day, and it's math
and science, and Tuesday,thursday, might be English day,

(10:08):
and that's social studies andhealth, and so it's a really
different idea that seeslanguage as strength instead of
deficit.

Eric Price (10:14):
Yeah, I think that's awesome.
Have you seen some pushback onthat at all?

Superintendent Chris Reykd (10:17):
Very , very little.
In fact, the distribution ofthis is really pretty amazing
across the state.
What we hear more is how fastcan we happen?
Can we go quicker?

Erich Bolz (10:27):
on this here.
When you look at the profile ofa dual language graduate,
what's the ultimate goal forthese children?

Superintendent Chris Reykd (10:34):
Well , I think it's the same goal for
everyone, which is do we givethem the best opportunity to
pursue their passion, so do theyhave those core skills if they
want to go to a four-yearuniversity, a two-year college,
a technical program,apprenticeship, military service
?
I think the advantage of duallanguage is that's probably a
student who has seen learningdifferently through multiple

(10:55):
lenses because they're managinglanguage differently, and
they're probably more likely astudent that's ready to sort of
consider the world as theirfuture opportunity instead of
just the United States.
It really opens up their mind.
So I think there's some bigadvantages.
We have the seal of biliteracy,as you know.
We're graduating more and morestudents every year in that and
I do think that's very powerfulfor them.

Erich Bolz (11:17):
Switching gears and really sort of drawing from your
impressive breadth ofexperience teacher,
administrator, board member,legislator, now OSPI
superintendent for some time.
There's this real feelingamongst our educators that
education's under attack.
Many of them feel like they'reunder personal attack doing that
work on the day.
What's your best advice, foryou know how do we chart the

(11:39):
course through these difficultpolitical times.

Superintendent Chris Reykda (11:41):
You know it is tough and I want to
acknowledge that.
Being a former history teacher,I try to put this in a
historical context.
And we've had times in ourhistory where public systems not
just K-12, but public systemswere really attacked as the
problem, as opposed to turningto them as the solution or part
of the solution to complexproblems.
Think about the immigrationwaves after World War I.

(12:04):
Lots of public institutionswere attacked.
Recent immigrants were attacked.
We're seeing a very similarthing today.
So my counsel to them isremember our purpose is learning
.
Our Constitution is unique.
It does not say that we onlyserve the citizens of the state.
It says anyone who resides here.
So we stay out of the politicsof who got here and immigration
status and all of that.

(12:25):
We avoid the politics as bestwe can of people claiming that
the curriculum isn't consistentwith American values and all of
that.
We focus on science and scienceclass and we focus on
comprehensive history andhistory and we serve everyone
who walks through that door.
So I say to everyone stay onthe mission, because the mission
is constant through time.
The political ebb and flow.

(12:47):
It changes over time.
This thing will max out, maybeit already has.
It will swing back, there willbe a new thing that comes a year
or two or five years from now.
We'll respond to.
No, we're not going to do that.
Yeah, stay focused on studentlearning, community and parents
and, generally speaking, wenavigate these things pretty

(13:07):
well systemically as aninstitution over time.
It's tough out there right now,but we'll push through this
moment too.

Eric Price (13:11):
Today we're talking with Washington State
Superintendent of Public Schools, Chris Reykdal.
We've got lots more to cover,so stay put and we'll be right
back right here on Outliers inEducation.

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Eric Price (14:25):
Welcome back everyone.
Today, on Outliers in Education, we've been peering off into
the future with Washington StateSuperintendent of Public
Schools, Chris Reykdal.
So, Chris, if you went to sleepand you woke up and it was just
a beautiful K-12 system, whatwould that education utopia look
like in your mind?

Superintendent Chris Reykd (14:43):
Well , it would certainly start
before they come to ourtraditional system as
five-year-olds.
Right, it would really startwith strong foundations for kids
, which means moms who arehaving children and roughly 30
to 40 percent of children bornin the state right now are to
unmarried single individuals andso comprehensive support from
birth, which means safety andsecurity and health access.

(15:07):
And when you stabilize familiesand really give them that
confidence, you are much morelikely to get that reading done
every single night and get thoseenrichment experiences.
So you can never separate thatidyllic public education system
from just genuinely supportingfamilies in all the forms that
they come in.
So then, all of a sudden, thisstudent comes to us with their

(15:28):
giant backpack as a four orfive-year-old, they walk into a
classroom and when we give themthat kindergarten readiness
assessment, they've metbenchmark on all six, they are
ready for kindergarten and weare ready to teach them.
And then it's a lot offoundation building I don't
think that's going to change intime and it ought not from, say,
k-5.
Students are really buildingfoundational skills and numeracy
and literacy, and then social,emotional skills, and they're

(15:50):
building content knowledge alongthe way.
And then I think in an idealsystem, those who need more, get
more along the way.
So it's investment where maybethey do have distress meals
right.
We've expanded meals to 300,000more kids who need a breakfast
or a lunch.
These are positive things whenwe think about learning.
That ideal system involves areally consistent body of

(16:11):
learning where students takeresponsibility for themselves
and their peers so that thebehavior issues are to an
absolute minimum Developmentally.
Kids are going to beknuckleheads sometimes and
they're going to step in it oncein a while.
That's developmentally.
Kids are going to beknuckleheads sometimes and
they're going to step in it oncein a while.
That's developmentallyappropriate.
What we want to avoid ispersistent behavior that impacts
learning for the individual orthe group.
So now they're moving intomiddle school and by then I want

(16:32):
them really exploring a littlebit more of the bigger picture
of life when do you want to go?
What's your perception ofwhat's possible?
And really wrapping around thatfirst phase of a high school and
beyond plan where they'recareer exploring and they're
thinking about classes andthey're really trying to
understand what they want to doto contribute to the world.
And then two more years in highschool that focuses on the last

(16:53):
of their core instruction.
And then I want the juniorsenior year totally transformed.
We've been doing it.
I want it further transformed.
You and I grew up in verydifferent times, but kids today
are growing up a little faster.
They have a pretty good sense.
Their access to technology andinnovation and exploration is
greater.
So we have to open up thosedoors sooner.
You can imagine a junior senioryear where if they're going to

(17:14):
college, we load them up ontheir college credits as fast as
we can to save them a lot ofmoney and time.
Later they're going into themilitary service.
Let's get them some of thatbasic stuff done.
They are certain that they wantto fabricate or invent or
create or weld or be a plumber.
Let's get them into thosetechnical programs and make sure
they get the math and thescience and everything else but
really applied.
So it's all about building asystem so each learner sees

(17:37):
themselves and they navigatetheir path successfully.

Eric Price (17:40):
That's idyllic to me , yeah and throw in a little bit
of realism in.
I talked to one of yourpredecessors and we were working
on the a long time ago WASL andshe was saying the hardest
system to change is that 9-12system.
How difficult would it be tochange that junior senior year
to your edutopia perspective, doyou think?

Superintendent Chris Reykdal (18:00):
It is a little bit tough, we're
doing it.
The cool part is we've got coreplus programs now We've got
5,000 kids spending half theirjunior senior year working right
Applied skills on the job.
We've got just thousands ofkids at skill centers halftime.
So we really are transformingthat system.
I think what's hard is everyonestill expects everything they do
to be translated into atraditional Carnegie unit,

(18:21):
because higher ed's sitting onthe other side of this saying,
well, you can be reallyinnovative, but if it doesn't
fit our box, we may not takethat stuff Exactly.

Erich Bolz (18:28):
Yeah, EP and I are big fans of Carnegie units here,
like big, big units, yeah.
So you know, as a parent of twoWashington State high school
graduates myself, I sawfirsthand the incredible
experiences that my own childrenhad in Washington's public
schools.
Yet in this time we're seeingthe proliferation of other

(18:48):
school options outside of publicschools.
We're seeing folks walk away Inmany districts.
We don't see attendance numberswhere they were at pre-COVID.
What's your vision for how weget people back on board and
participating in what really is,I think, our state's best value
, which is its public educationsystem?

Superintendent Chris Reykd (19:05):
Well , it's that balance right, and
making sure that peopleunderstand all the great
opportunities we have andletting locally elected school
boards continue to shape it sothat it meets the local
community, and that's thatdelicate balance.
It's so critical, though, thatwe have consistent learning
standards and people know that,whether fourth graders in
Seattle or Walla Walla, thatthey can understand and expect

(19:27):
high quality instruction.
And Walla Walla is going topick different instructional
decisions than Seattle, andthey're going to pick different
materials potentially, andthey're going to have different
bell schedules.
So it's that real carefulbalance.
The other thing I'd say is theworld is changing, so it isn't
just about getting students tocome back to a system we had.
Let's have the system bedifferent.

(19:47):
Our average daily attendanceright now is 94% pre-pandemic
levels.
The challenge is we've got somekids missing a lot of school,
and any student who is missing15 or 16 days a year
pre-pandemic we said no problem,they didn't even show up in the
data.
But if they miss just two orthree more days now, now they're
considered chronically absentbecause they triggered over this

(20:09):
18 days, and so a lot of peopleare talking about that data
point, but I really want topoint out to you all that we
dove into that.
Over 95% of all the additionalabsences are excused absences.
These aren't students skippingschool.
It turns out that post-pandemicmaybe this will fade, but
post-pandemic when people areeven a little bit sick, they
stay home, which is what we'vebeen telling them to do for

(20:30):
decades, like don't just, youknow, suck it up and take a
cough drop and get to school.
We say like, stay home.
So they're actually doing that.
And then I will also observethat we have an enormous
percentage of America's laborforce still working from home,
part-time or full-time.
Our children watch this.
They see their parentsproductive.
I don't make judgment one wayor the other People have
opinions but they do see theirparents working, earning a

(20:52):
salary, contributing, buildinghome offices.
We have a lot more young peoplesaying does it have to be that
I go every single day for sevenhours on the same schedule or
other different ways?
And I don't think coreinstruction for our K-5s, even
our K-8s, should change.
I think our high schoolstudents are going to demand a
lot more of that innovation andwe better figure it out with
them instead of presupposingthat something's wrong because

(21:14):
they take flexible options.

Eric Price (21:16):
So how is life like for you?
Running a campaign and thendoing all of the 90 million
balls that you got to juggle?

Superintendent Chris Reykd (21:23):
Well , I've learned a couple of
things.
Number one the want of adultsis going to be as rapidly
transformative as our socialmedia feeds right.
So there's this constant churnof everything people think
school should do, and then, whenyou really focus on child
development, you realize that wedo really good things every day
because 25, you know,25-year-olds walk into a

(21:45):
classroom with an amazingteacher and they shut the door
and they just get focused.
So balancing this just beautythat is the teaching and
learning process and trying toinsulate those folks from all of
the global and the national andthe statewide you know,
political action that's what youlearn in this is to really
protect the classroom and theeducators and the students.

(22:06):
You know the juggling is justalways challenging.
This is a state it's only oneof 12 that elects this role and
so you do the day job first andforemost.
You know there's no bettersales than telling folks what
you do, how you do it andworking hard, and then they get
to judge.
No one's entitled to theseseats, and so it is absolutely
the will of the people and theymake those judgments.
But you know, I keep sayingit's a 40 to 50 hour a week job

(22:28):
at a minimum and then duringthis time of year you pile on 15
to 20 hours a week in acampaign and then at some point
you sleep for a week straight.

Eric Price (22:38):
Well, that is a perfect wrap, and this is the
time that we move to our wrap up.
Specialist Bolzie, what do youhave as a wrap from all of the
wisdom that's been shared here?

Erich Bolz (22:49):
So really starting from the top, I think the thing
that really strikes me is theincredible breadth of experience
.
You got teacher, administrator,board member, legislator and
now multiple turns in the seat.
Those are really really rarecommodities, and experience
builds context.
It was interesting to learnthat child mental health

(23:10):
concerns really are globalconcerns at this point and I
think many educators would agreethat making sure that we have
healthy, well-regulated kids hasalmost become job number one.
Didn't learn today because Isaw the presser on the healthy
youth survey numbers thatthey're improving.
We're also seeing that in ourCEEES student data.
We're seeing in 23-24 this yearand we have about 80-some

(23:34):
clients across the state ofWashington.
In our data we're seeing anuptick compared to 22-23.
I think what was interesting tome in looking at those data
sets was and I think many of usthought we'd see the bounce in
22-23.
It's, I think what wasinteresting to me in looking at
those data sets was I thought weand I think many of us thought
we'd see the bounce in 22, 23.
It's, I think, taken kids awhile to regulate post-pandemic,
but the evidence really doesseem to be there and be emerging
.
Dual language maps the braindifferently.

(23:55):
It really caused me to harkenback to our episode with Andrea
Bittner, who I think is the mostpractical multilingual learner
guru out there, and what she hasto say about multilingual
learners is a great podcastepisode, and I loved what
Superintendent Reichdahl said,which I believe wholeheartedly
is as opposed to a deficit-basedapproach, del builds on the
unique strengths of folks whohappen to be native speakers of

(24:17):
language other than English.
We stay out of the politics inpublic ed in Washington because
our constitution requires us towork with each child who resides
in our state and that wasreally, as I reflected on that
statement, that's some seriousforesight from our forebears.
So you know good for whoeverthose folks were in the 1880s.
Early learning we're passionateabout early learning.
Early learning, I would say, wasthe guidepost that really

(24:38):
guided my 21-year career inpublic education.
So kindred spirits in terms ofthat need and I just love the
statement in that context, notnecessarily related specifically
to early learning, but totallyagree that those who need more
get more.
That was a direct quote fromSuperintendent Reichdahl and
absolutely resonated with me.
Finally, I think we're allabout this at CE as well let's

(25:00):
work to change the system.
Let's not ask our families andour kids and our staff members
for that matter.
To come back to our old system,the world is changing rapidly.
And then I would conclude.
Schools do really good thingsevery day, and that starts with
leadership at the top.
So we salute you, yourleadership, we thank you for
coming on the podcast and thankyou for those takeaways and

(25:22):
likely many more.

Eric Price (25:23):
Superintendent Reykdal, thank you for being on
the show.
We know that that chair thatyou're in doesn't get paid
enough and you got a lot ofheadaches that come to you every
day.
So thank you for dealing withall of those problems and in a
positive way and serving ourK-12 kiddos.
Yeah, I'm grateful to you all.
Thank you so much.

Erich Bolz (25:40):
And thanks to you all for listening today.
You can find this episode andmore anywhere you listen to your
favorite podcasts or visit usonline at effectivenessorg.
Until next time, this has beenOutliers in Education.

Ad VO (25:58):
If you'd like to find out how to gather the data you need
to help drive positive changein your school or district, take
a moment to visit CEE, theCenter for Educational
Effectiveness, ateffectivenessorg.
Better data, better decisions,better schools effectiveness.
org.