Impact
From individual classrooms to statewide policy, Impact Florida’s work is transforming teaching and learning for millions of students.
Since 2019, we’ve helped shift classroom practice, strengthen school and district systems, and advance state policy to bring excellent instruction to more Florida students.
Our Reach
Optimizing Florida’s Textbook Adoption Timeline
In 2024, Impact Florida helped secure a landmark policy change ensuring that every district in the state will have the time and tools to adopt the best instructional materials for students.
For years, Florida’s schedule for approving state-adopted materials lagged months behind district deadlines—forcing rushed decisions and limiting time for teacher training. Through sustained, evidence-driven advocacy that began with our High-Quality Instructional Materials Cadre, Impact Florida built the case for change and partnered with state leaders to fix the system.
- Passage of Senate Bill 7004 (2024)—establishing, for the first time, a statewide deadline for publishing the approved materials list.
- Provisional lists released each December starting in 2025–26 and final lists due by July 31 beginning in 2026–27.
- Alignment of the state and district timelines will give districts months of additional planning time to review, select, and implement math materials with strong teacher support.
Learn more about our new high-quality instructional materials program for districts.
“This change proves what can happen when district realities drive state policy. In 2026, for the first time, every Florida district will be able to review and adopt high-quality materials with enough time to prepare teachers, turning what used to be a barrier into an opportunity for better instruction statewide.”
Increasing Advanced Course Enrollment
Too many students are missing out on advanced classes that can shape their future. The Opportunity Cadre was created to change that.
Through this year-long initiative, Impact Florida partnered with three large districts to expand access to rigorous courses such as Advanced Placement, Dual Enrollment, International Baccalaureate, and Cambridge Advanced courses. District teams used data, collaboration, and targeted strategies to identify untapped student potential and remove barriers to participation.
“Success isn’t just about how many kids pass the test—it’s about how many have the courage to sit for it. Every student who tries is already rewriting the story of what’s possible.”
Improving Learning Environments in Secondary Math through Student Feedback
What happens when teachers listen to their students? The results can transform classrooms.
Impact Florida’s Solving With Students Learning Cadre supports middle and high school math teachers in using student feedback to improve classroom experiences and academic outcomes. Through surveys, reflection, and coaching, teachers learn to see their classrooms through their students’ eyes—and make simple changes that lead to powerful results.
- Students’ positive perceptions of learning conditions improved in every category measured, with gains of up to nine percentage points in areas like Teacher Caring, Meaningful Work, and Student Voice and statistically significant improvement in 9 of 14 learning conditions, including comfort sharing ideas, learning from peers’ mistakes, and connecting math to real life.
- 100% of teachers report making permanent, substantive changes to their teaching practice. Teachers who continued into a second year saw even greater progress, proving that sustained reflection leads to stronger results.
- 96% plan to remain in the classroom, exceeding both state and national retention averages.
Learn more about the Solving with Students program.
“I was at the point where I didn’t think I could keep teaching. I loved my students, but I was exhausted and convinced I wasn’t making a difference. Through Impact Florida’s Solving with Students program, I learned to really listen to what my students needed and use their voices to guide my teaching. That shift completely changed how I saw myself and my classroom. It reminded me why I became a teacher—and it’s the reason I’m still here today.”
Strengthening Math Systems Across Florida
Improving math outcomes starts with understanding what’s happening in classrooms—and what teachers and students need most.
Impact Florida’s Focus Cadre supported five Florida districts to strengthen K–9 math instruction. Over two years, district teams worked side-by-side to study data, listen to educators and families, and design focused strategies to improve teaching and learning. After a year of inquiry and design, each district piloted its ideas in classrooms to learn what worked before scaling.
“When you feel genuine ownership of the work, the way you approach it is completely different. It transcends a single math priority and shapes everything we do across the district with greater responsibility and integrity.”
Elevating Student Voice in Palm Beach County
Palm Beach County set out to make student voice a meaningful part of school decision making. Through the You+Lead Cadre and the Youth Participatory Evaluation process, students learned to identify school challenges, gather data, and recommend changes that adults commit to implementing.
A small pilot sparked rapid momentum. After students presented their pilot year findings at a principals meeting, a third of schools volunteered to join the work. Within two years, all 185 schools in the district created Student Voice teams. Students now meet monthly to drive improvement efforts ranging from strengthening peer relationships to shaping school culture through podcasts, murals, and lessons on respect.
Teachers and administrators report that the work deepens their understanding of student experiences. Students say they feel heard, valued, and capable of leading meaningful change. The district supports this momentum with a playbook, monthly office hours, advisor training, and the annual FutureMakers Forum.
Learn more about this work.
“Getting to work one-on-one with our principal and talking to the whole student body… I learned things about my peers’ situation at school that I never would have known without talking to them. I am happy I got to make strides toward finding solutions for them.”