‘It’s been a game-changer for us’

King Middle School is ranked in the top

40%

of 319 middle schools in Kentucky.

King Middle School has seen an

18%

growth in academic gains since starting the program.

As an assistant principal for a middle school, Angela Wilson enjoys watching the growth and development of her students during their pivotal years before high school.

She encourages them to live in the moment and thrive among their peers. But Wilson said she and her fellow staff at King Middle School in Kentucky also place a daily emphasis on preparing each student to be successful long after they leave their community. 

“It can be hard to get a kid to understand that they’re not going to be 12 years old and live in Harrodsburg, Kentucky, all their life,” Wilson said. “This education that they’re getting right now, how they're learning to think and to react, this is all part of the bigger picture. Everything that they’re doing right now is preparing them for when they’re no longer 12 years old.” 

King principal Jason Bryant said that focus on educating the whole student—simultaneously teaching students both academics and life skills—has been paying dividends in multiple ways since his school partnered with Gradient Learning three years ago. He’s noticed a more engaged learning environment in the classrooms he visits each day, and he’s also watched his teaching staff become more cohesive and collaborative. 

Bryant now has academic proof to go with his anecdotal evidence that a whole student education works. 

In the latest state testing results, King scored in the “Green” status (high) in all academic indicators with an overall index of 63.5 (up from 54.7 in 2022). Also, with an 18% growth in academic achievement over the last few years, King is now ranked in the top 40% out of 319 middle schools in the state. 

“We’ve got several positive results, which is great, but most importantly we’ve got great teachers that have really bought in and are trying to get better each day,” Bryant said. “We’ve really increased the rigor in the building, too. Our students are having to work, but they’re also seeing the rewards of that work. 

“When you get everything lined up like this, a school can really take off.”

Bryant, in his fourth year as principal at King, said shifting the school’s approach to fully embracing whole student learning wasn’t an overnight success. But he said the early growing pains were worth it when teachers realized how fulfilling it was to watch students’ showcase their curiosity, critical thinking, and self-direction. 

“Something you learn in change management is that if you stay focused and you’re consistent, you can really change the dynamics for your organization,” Bryant said. “People get too caught up in being perfect. But when you keep trending in the right direction, you really start seeing the value. It’s been a game-changer for us and has changed the landscape.”

Bryant has particularly noticed how his students are developing a greater sense of purpose through this type of learning. Similar to how whole student education has given him more purpose as a principal, Bryant said the way his students are learning life skills will be beneficial as they keep finding their place in the world.

“Purpose is one of the keys of life for everyone,” Bryant said. “That’s what keeps me motivated. It’s something that transcends being a student to an adult life and just helps build better people.” 

Wilson, who has been an assistant principal at King since 2011, said it all goes back to the preparation for adulthood that is often not noticed or discussed by students. But it’s evident throughout the learning journey to help them be ready for whatever path they choose to take in life.

“We’re talked about how we’re trying to get kids ready for jobs that we don’t even know exist right now, or to work in places that we have no clue about ourselves,” Wilson said. “It’s not about the specifics of what they are learning each day. I tell them, ‘It’s about what you’re learning about yourself, how you communicate, and how you adapt.’ 

“Yes, we’re teaching them content, but everything else in their environment is really going to help make them what they’re going to be in the future.”