Is a learning organization successful if it increases its academic performance while losing enrollment? Maybe that learning organization is improving performance because of lost enrollment?

This is the case with the Houston Independent School District. HISD reports a decline in enrollment of 168,400 students in the 2025-26 school year, a loss of 4.7%. Back in 2015-16 the district’s student population stood at over 200,000 students.

HISD stated that the enrollment decline mirrors broader trends among large urban districts. They point to more school options for families; Houston-area demographic shifts; and lingering impacts from COVID-19 pandemic as contributing factors.

The Houston Chronicle reported that, according to a district statement, “While perception often lags behind measurable progress, HISD expects that continued gains in student achievement and improving school ratings will help stabilize and strengthen enrollment over time.”

But what if improved test scores don’t stop Houston’s enrollment slide?

Lisa Falkenberg, a Houston Chronicle columnist, addressed this exact question in a recent posted article (1/12/26):

“Something clicked as I listened to former Louisiana state schools superintendent John White talk about how he built support for his controversial education reforms a decade ago.”

“It wasn’t just that he had taken the time to visit every parish to meet with teachers who were skeptical of the youngish outsider pushing tectonic shifts in rigor, quality and accountability.”

“It wasn’t how he gathered their input, enlisted them to review curriculum or helped assemble thousands for a state conference that still empowers teachers as leaders and evangelists for high quality in their own communities.”

“What struck me was how White talked about the teachers.”

“’You would meet people out there in the middle of Louisiana who, you’re just like, ‘my God, you’re so freaking smart,’ and they literally would tell you exactly what’s needed,’ said White, now CEO of a public benefit corporation that makes high-quality curricula.”

“As he described how he got grassroots buy-in from teachers for reforms that have garnered national attention for maintaining student progress. I felt inspiration – and then a pang of sadness.”

“I couldn’t imagine Houston ISD’s state-appointed superintendent Mike Miles talking about teachers that way.”

“And that, I believe after months of reporting, illustrates the key flaw of Miles’ approach in the state takeover of HISD. Anyone can impose mandates, especially with practically a free hand by the state. Only leaders can get others to follow and sustain changes long after the change agent is gone.”

Last year I lost two of my most trusted mentors. One hired me as a young middle school principal and five years later named me to be the first principal of a brand new high school. The other was Rod Paige, Secretary of Education under President George W. Bush and past superintendent of the Houston Independent School District.

Both mentors taught me this: It takes two things to consider yourself a great leader of kids. The first is academic performance. Kids need to learn to be great readers, writers, problem-solver, and people of high character. Second, as a leader of learning, you must take care of your learning community – the teachers, para-professionals, parents, and children that frequent school every day. If you have one, it’s not enough. You must have both.

And that seems to be Mike Miles problem in Houston these days. Even though he has produced early gains in students’ abilities to read and problem-solve, his district continues to bleed out enrollment. His claim of improved academic performance is just fools gold as long as families vote with their feet and walk away from the district.

Academic performance and community care. You need both.

I’ll be away for a few days warming up in Florida. Be back Monday. Til then. SVB