What are the top 10 reasons my child should attend a traditional K–12 public school? It is one of the most important questions a parent can ask. And if you are a public school administrator or central office leader, it is also one of the most important questions you will ever be asked to answer, not with a brochure, not with a data dashboard, but with the lived reality of what happens inside your buildings every single day.
After decades of walking the halls of schools, sitting across from superintendents, coaching principals, and watching teachers pour themselves into classrooms that sometimes pour very little back into them, I have seen what works and what quietly chips away at the promise of public education. And I believe the answer to that parent’s question starts not with what your school offers, but with how your school leads.
The Question Behind the Question
When a parent asks why they should choose a traditional public school, they are not really asking about test scores, extracurricular menus, or facility upgrades. They are asking something far more personal: Who will show up for my child?
That question deserves a serious answer. And too often, school leaders choose the wrong one, not because they lack heart, but because they have been conditioned to lead with programs rather than people. They lead with spreadsheets when they should lead with stories. They measure what is easy to count rather than nurturing what is difficult to quantify: belonging, belief, and the kind of consistent care that tells a child, ‘you matter here.’
This is where many well-meaning school systems quietly lose the plot. They invest in the systems and forget to invest in the souls running them.
My Lived Experience
Years ago, I worked alongside a principal who inherited a building that the community had written off. Test scores were low. Teacher morale was lower. Parents were fleeing to charter schools and private options, and who could blame them? The building itself seemed to carry the weight of every unmet promise.
But this principal did something that changed everything. She did not arrive with a new initiative. She did not launch a brand campaign or schedule a community listening tour with catered appetizers. She showed up early. She stood at the door every morning and learned every child’s name. She genuinely asked her teachers what they needed to do their best work. And she protected that answer with everything she had.
Within two years, teachers stopped leaving. Parents started returning. The building did not change. The leadership did.
What she understood, and what research continues to affirm, is that school culture is not built in boardrooms. It is built in the daily, deliberate choices of leaders who believe that every person in the building, every child, every teacher, every custodian, is worthy of being seen. As Roland Barth (2002) so powerfully articulated, the relationship among adults in a school building has more influence on the quality of learning than any other factor.
What Gets in the Way
Here is what I’ve seen far too often, and I say this with love for the profession: school leaders get trapped in reactivity. They spend their days managing crises, attending meetings that could have been emails, and chasing compliance metrics that tell them very little about whether children are actually thriving. They are so busy running the machine that they forget to ask whether the machine is running in the right direction.
And when that happens, something subtle but devastating occurs. Teachers feel unseen. Students feel like numbers. Parents feel like they are being managed rather than partnered with. And slowly, the trust that makes a school community great begins to erode.
The answer is not another professional development day. It is not a new curriculum adoption or a rebranded strategic plan. The answer is intentional leadership, the kind that slows down long enough to ask the right questions, listen to the real answers, and build systems that center the humanity of every person they serve.
As Brené Brown (2018) reminds us, “You can’t get to courage without rumbling with vulnerability.” Public school leaders who are willing to be honest about what is not working, who are willing to sit in the discomfort of hard feedback and still stay committed, those are the leaders who transform schools.
The Answer, Lived Out Loud
Traditional public schools, at their best, are not just educational institutions. They are the democratic promise made visible. They are where the child of a farmworker sits beside the child of a physician, and both are told: you belong here, and we will fight for your future. No other educational model makes that promise at scale.
The National Education Association (2023) reports that public schools serve more than 49 million students across the United States, representing every zip code, every language, every background. That reach is not a liability. It is a legacy.
When administrators lead with intention, when they build cultures where teachers feel valued, where counselors have caseloads that allow them to actually counsel, where every child’s name is known and their story is honored, public schools become something extraordinary. They become the proof that equity is not just an aspiration. It is an outcome.
John Hattie’s (2009) landmark synthesis of over 800 meta-analyses on student achievement found that teacher-student relationships and strong instructional leadership are among the highest-impact factors in student learning. Not technology. Not facilities. People leading people, with purpose and precision.
What Can Be Done
If you are a principal, walk your building tomorrow morning not to evaluate, but to connect. Ask a teacher one genuine question: What do you need from me this week? Then do something about the answer. If you are a central office leader, audit your meeting calendar. Ask yourself honestly: how much of my time is spent in spaces that directly impact instruction and culture? Shift the ratio.
And if you are ever asked by a parent, “Why should my child attend this school?” do not reach for the brochure. Tell them the truth. Tell them about the teacher who stayed late to help a struggling reader. Tell them about the counselor who noticed a child was not quite right and made a call that changed a family. Tell them about the community that shows up every morning, every year, because they believe in what public education can be.
That is your answer. That is your brand.
The Conclusion That Is Really a Beginning
The question this post started with, “What are the top 10 reasons my child should attend a traditional K–12 public school?” is really a larger question in disguise. It is asking: Who will show up for my child?
And the answer, for millions of students every day, is: their traditional public school will.
I want to be transparent with you about what I have seen across decades of educational leadership. When administrators lead with intention, when teachers are supported and seen, and when schools are designed around the needs of every child, traditional public schools are among the most powerful institutions in the world. They are not perfect; no institution is. But the commitment, the community, and the capacity they carry are extraordinary.
As you explore your options, visit your local schools. Sit in the classrooms. Ask the principals your hardest questions. Look into the eyes of the teachers, counselors, and coaches who have chosen to serve your community. And then ask yourself: What does my child need to flourish?
Because when students are well led, they learn well. And your public school is ready to lead.
Now What?
What is one thing you will do this week to remind a teacher, a student, or a parent why your school shows up for them? Share your commitment in the comments or send it to a colleague who needs to hear it. Leadership is not a title; it is a daily decision. Make yours count.
#EducationalLeader,
Kim
When students are well led, they learn well.
References
- Barth, R. S. (2002). The culture builder. Educational Leadership, 59(8), 6–11.
- Brown, B. (2018). Dare to lead: Brave work, tough conversations, whole hearts. Random House.
- Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
- National Education Association. (2023). Rankings and estimates: Rankings of the states 2022 and estimates of school statistics 2023. [https://www.nea.org/resource-library/rankings-and-estimates-report](https://www.nea.org/resource-library/rankings-and-estimates-report)
- Vaden, R. (2012). Take the stairs: 7 steps to achieving true success. Perigee Books.
The views shared herein are solely those of Dr. Kim D. Moore and do not necessarily reflect the positions of her employer, the school district, or any local, state, or federal government entity.
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