In this era of extreme partisanship, increased school and district accountability, and continuing dialogue about the ongoing impacts of the global pandemic, education leaders are under pressure to show measurable and meaningful improvement in outcomes — particularly, and rightly so, for students from marginalized groups.  While schools are under increased pressure for improvement now, the result is too often a wide-scale implementation of ideas without a clear hypothesis, success measures, or buy-in from staff. The consequence: frustration, burnout, and the perpetuation of inequities. With an acknowledgment that all improvement requires change but not all changes are an improvement, improvement science provides a systematic approach to change guided by three improvement questions: What are we trying to accomplish? What changes might we make that will result