AJ Crabill
Airick Journey Crabill stands at the forefront of education reform, bridging research, policy, and practice to help schools deliver on their promise to students. With a reputation for transforming governance systems into engines of student achievement, AJ Crabill’s work empowers leaders to make decisions rooted in equity, accountability, and measurable impact. His career reflects a steadfast belief that effective governance isn’t about control, it’s about ensuring every student has the opportunity to succeed.
About Airick Journey Crabill
Airick Journey Crabill is a nationally respected figure in education leadership and governance, widely recognized for his unwavering commitment to improving student outcomes. Often described as a “Student Outcomes Warrior,” Crabill has built his life’s work around a simple but powerful truth: student outcomes only change when adult behaviors do. This conviction, rooted in both research and lived experience, has guided his mission to help educators, administrators, and policymakers reframe their decisions through a student-first lens.
As Senior Coach with Effective School Boards, Crabill partners with state and district leaders to shift governance from compliance and adult-centered priorities toward student-centered impact. His work challenges school boards to elevate accountability and realign policies around measurable student achievement. In addition, as Director of Governance for the Council of the Great City Schools, he leads national initiatives designed to strengthen governance practices in urban districts and oversees the certification of governance coaches trained in the Student Outcomes Focused Governance model.
AJ Crabill’s influence extends into restorative education through his role as Senior Coach for Student-Led Restorative Practices, where he supports students, teachers, and administrators in building learning environments grounded in empathy, reflection, and accountability. These efforts promote school cultures that empower students and reimagine discipline as an opportunity for growth rather than punishment.
Throughout his career, AJ Crabill has held key leadership roles marked by transformation and measurable results. As Conservator of DeSoto ISD, he guided the district through sweeping academic, financial, and governance reforms that rebuilt trust and performance. During his tenure as Deputy Commissioner at the Texas Education Agency, he advised state leaders on critical issues, including charter innovation, accountability, and district improvement. Earlier, as Chair of the Kansas City Public Schools Board, he spearheaded reforms that doubled literacy and numeracy rates, improved graduation outcomes, and restored full accreditation after decades of instability, a milestone that reflected both his strategic vision and hands-on leadership.
Beyond his executive work, AJ Crabill is a widely published author and dynamic speaker, known for his clear-eyed focus on systems change and adult accountability. His books, Great On Their Behalf and Our Tools They Deserve, as well as his governance manuals, have become foundational resources for education leaders across the country. Whether addressing national conferences or local school boards, his message remains consistent: when adults take ownership of their impact, students thrive.
Airick Journey Crabill’s career continues to redefine what effective governance looks like in education. Through every role he occupies, he embodies a relentless belief in the potential of students and in the responsibility of adults to ensure that potential is realized.
Beyond the Boardroom: Building Cultures of Continuous Improvement in Education
In the world of education, success is often measured by data points and performance metrics. Graduation rates, literacy levels, and test scores are used to gauge how well a district is doing. While these measurements are important, they are only a snapshot of a much larger picture. True progress in education happens not through one-time reforms or sweeping policy changes, but through a steady culture of reflection, collaboration, and growth. Airick Journey Crabill explains that this culture begins at the top, with governance practices that model and sustain continuous improvement across every level of a district.
When a school board embraces a mindset of continuous improvement, it sets the tone for the entire organization. The board’s actions and priorities send a clear message about what matters most. In many districts, governance has traditionally focused on compliance, budget oversight, or responding to crises. While these functions are necessary, they do not, on their own, lead to lasting improvement in student outcomes. Effective governance requires a shift in focus, from managing the system to transforming it. That transformation begins with a fundamental question: How can we, as leaders, ensure that every decision we make brings students closer to success?
AJ Crabill explains that the concept of continuous improvement is not new to education, yet it is often misunderstood. It is not about endless evaluation or constant change for its own sake. Instead, it is a disciplined approach to identifying problems, testing solutions, learning from results, and adjusting accordingly. It mirrors the scientific method, where progress comes from learning what works and applying that knowledge to achieve better results over time. In education, this means moving away from quick fixes and toward thoughtful, ongoing development that aligns all parts of the system around student needs.
Governance plays a crucial role in this process. When school boards adopt structures and habits that promote reflection and accountability, they create the conditions for educators and administrators to do the same. Boards that meet regularly to examine data on student outcomes, rather than simply reviewing operational reports, begin to shift the district’s priorities. Instead of focusing primarily on adult-centered agendas such as staffing logistics or facility maintenance, they focus on what truly drives educational success: teaching, learning, and the experiences of students in the classroom.
One of the most powerful ways governance can inspire continuous improvement is by modeling transparency and learning. When board members openly discuss challenges and ask honest questions about what is or is not working, they demonstrate that vulnerability and curiosity are strengths, not weaknesses. Airick Journey Crabill explains that this openness encourages administrators, principals, and teachers to engage in similar conversations within their own teams. It helps create an environment where learning from mistakes is not punished but valued as part of the process of growth.
Building a culture of continuous improvement also depends on collaboration. Education is inherently collective work, involving teachers, students, families, and communities. When governance structures encourage cross-level collaboration, ideas and solutions flow more freely. For example, a district board that invites teachers and students to participate in strategic planning or data review meetings signals that improvement is everyone’s responsibility. Such inclusion not only builds trust but also results in more practical, grounded strategies that reflect the realities of the classroom.
Effective governance also recognizes that improvement must be measurable. Vague aspirations to “do better” are not enough. School boards committed to continuous improvement define clear goals for student outcomes and establish ways to measure progress toward them. These goals are not static benchmarks but living targets that evolve as the district learns more about what works. Tracking and discussing this data consistently helps keep the focus on outcomes rather than activities. It ensures that every initiative and investment serves a specific purpose tied to student learning.
Another essential element of continuous improvement is sustainability. Too often, schools implement new programs or reforms with great enthusiasm, only to abandon them after a few years when leadership changes or funding shifts. Governance practices that prioritize long-term planning can prevent this cycle of short-term initiatives. Airick Journey Crabill emphasizes that by embedding improvement goals into policy, evaluation, and training systems, boards can ensure that progress continues even as people and programs evolve. The emphasis shifts from temporary success to lasting growth.
Training and professional development are equally vital. School boards that invest in ongoing learning for themselves and their leadership teams signal that improvement applies to everyone, not just students or teachers. When board members participate in governance training focused on student outcomes, they gain tools to make informed decisions and hold themselves accountable for results. AJ Crabill explains that this commitment to self-improvement cascades through the district, influencing how leaders and educators approach their own growth.
Continuous improvement also thrives in districts that celebrate progress, no matter how small. Recognizing success reinforces the behaviors and practices that lead to it. Acknowledging the dedication of teachers who try new strategies or the resilience of students who make incremental gains helps maintain momentum and morale. Airick Journey Crabill explains that it reminds everyone that improvement is a journey, not a destination, and that progress is made step by step.
Ultimately, building a culture of continuous improvement requires both vision and persistence. It means embracing the idea that excellence is not a single achievement but a process of ongoing learning. Governance is the foundation on which this culture is built. When boards align their goals, values, and actions with the pursuit of better outcomes for students, they transform the district’s identity. Schools become places where every adult takes ownership of their influence on student success and where every decision is guided by a shared commitment to doing better tomorrow than they did today.
The journey beyond the boardroom is not an easy one. Airick Journey Crabill explains that it demands patience, courage, and a willingness to challenge old habits. But when governance leads with clarity of purpose and a focus on continuous improvement, the results reach far beyond policies and procedures. They touch classrooms, inspire educators, and most importantly, change the lives of students who experience what education is truly meant to be: a continuous opportunity to learn and grow.