Anne Wicks, Director, Education Reform, develops and oversees the policy, research, and engagement work of the Education Reform team. Before joining the Bush Institute, Wicks served as an Associate Dean at the University of Southern California's Rossier School of Education where she lead a team with revenue, communications, and engagement goals. Additionally, she supported Dean Karen Symms Gallagher on a variety of special projects including the launch and early growth of Ednovate Charter Schools. She currently serves as the chair of PMC Support, a supporting organization for Ednovate Schools, and she serves as a board member for Dallas Afterschool. Over her career, she has held management roles at organizations including Teach for America, the Lucile Packard Foundation for Children's Health, and Stanford University. Anne holds a B.A in American Studies and a M.A. in Education from Stanford University (during which she taught 8th grade social studies), as well as a M.B.A. from the University of Southern California. A former captain of Stanford's women's volleyball team, Anne was part of three national championship teams, two as a player and one as an assistant coach.
Related Articles and Resources
How Schools Can Best Support Children Living in Poverty
Using data from high-quality assessments in schools can help school leaders identify pathways forward in the fight against poverty.
Policy Recommendations: Developing the Next Generation
Aligning time, people, and money will allow states to better serve their students
Bill Haslam: The "A" Word Interview Series on Accountability
Former Tennessee Governor Bill Haslam shares a state leader’s perspective on accountability.
Jamie Woodson: The "A" Word Interview Series on Accountability
Tennessee education advocate Jamie Woodson shares a state leader's perspective on accountability.
John White: The "A" Word Interview Series on Accountability
Louisiana State Superintendent of Education John White shares a state leader’s perspective on accountability.
Pedro Rivera: The "A" Word Interview Series on Accountability
Pennsylvania Education Secretary Pedro Rivera shares a state leader’s perspective on accountability.
Steve Canavero: The "A" Word Interview Series on Accountability
Nevada Superintendent of Public Instruction Steve Canavero shares a state leader’s perspective on accountability.
State Leaders: Why Accountability Matters for Students They Serve
State leaders have the most potential to create educational opportunity for young people.
Assessing Your Principal Performance Evaluation System
The George W. Bush Institute is releasing a series of guidebooks focused on Principal Talent Management (PTM) practices that districts can leverage to support school leadership.
Education Is the Catapult Into the Middle Class
Education can help children struggling in poverty but only if school boards and policymakers work together to provide options and improvements in low-income school districts.
Two-Minute Take: Happy National Principals Month!
"At the George W. Bush Institute, we believe that principals are essential to student success. They set a positive school culture for the kids and adults in the building, and they bring a rigorous focus on instruction and academics so that all kids can succeed."
Americans’ Commitment to Democracy Is Strong — and Civics Education Is the People’s Choice for Making Our Democracy Even Stronger
Accountability is About Taking Responsibility for Outcomes -- Including Beyond High School
School accountability is about taking responsibility for outcomes. That includes taking responsibility for outcomes beyond high school.
Clear, Understandable Accountability System Can Help Students Progress
One of the most important reasons for creating informative school accountability systems, if not the most important reason, is to track and use information to help students progress. Data captured via a transparent accountability system can help identify the right interventions for students. It could identify the need for a higher quality curriculum to help students better learn a subject. Or it could show whether students are on course for high school graduation and success in college or a career beyond 12th grade. Those of us who favor raising standards, assessing whether students are meeting those standards, and attaching some consequences to the results have too often assumed that our position was widely understood and appreciated. Wrong. We simply need to communicate better, especially with parents. This point has come through repeatedly in interviews the Bush Institute has been conducting this year with district and state leaders. Proponents of accounta
Accountability Matters for All Students
Accountability doesn’t just matter for low-performing students and schools. It matters to ensure that all students have the opportunity to learn and succeed.
Accountability Matters for All Students
What sometimes gets lost in discussing school accountability is that the concept applies to all students. Far too often, accountability is seen as a punitive, finger-wag of a tool designed to shame underperformers and relentlessly test students.
Lessons Learned from the Middle School Initiative
The George W. Bush Institute began the Middle School Matters (MSM) initiative in 2010 with the goal of increasing the number of students who are prepared for high school and post-secondary success. The middle grade years are the last best chance to get students ready for success both in high school and beyond, but these grades are often overlooked in both research and resources The MSM initiative takes on this challenge by turning high-quality research into strategies for districts, schools, and teachers to improve reading, writing, and math instruction. The initiative also helps educators better use data to identify students at-risk of dropping out. Six years into this project, we have produced an in-depth look at what we have learned. Lessons Learned from the Middle School Initiative shares what we know about creating and implementing this unique program. Among the lessons are these four key discoveries: Connecting educators and researchers improves everyone’s p
Preparing All Kids for an Unpredictable Future
This essay, which draws from remarks that Bush Institute Education Reform Director Anne Wicks gave at the Bush Center's Forum on Leadership, appeared last week on The 74.
Forget the Edu-Wonks. NAEP Scores Should Get the Attention of Workforce Development Leaders
There is no shortage of buzz in the education policy world about the scores from the 2017 NAEP exam. But the people who really ought to be thinking about the results from the so-called “Nation’s Report Card” are the ones in charge of developing the workforce in a state or community.
If You Want Great Teachers, Hire Great Principals
Bush Institute's Education Reform Director Anne Wicks reflects on her own teaching experience on National Teacher Day.
Learning from Bold Investments
As we implement our Principal Talent Management Framework with four school districts across the country, we are quickly learning and adapting our strategy.
Setting the Example: Bush Institute's Principal Talent Management Framework
The Chicago Public Education Fund's Principal Quality Community of Practice used the George W. Bush Institute’s Principal Talent Management Framework as a guidepost to diagnose areas of improvements in school leadership.
Texas Releases New School Accountability Ranking System
Texas has released a new ranking system for school accountability that is easier to understand.
Summer Camp: Granite Public Schools
Our School Leadership team is working hand-in-hand with four school districts across the country to help them find, support, and retain effective principals. This summer, the team made visits to all four school districts to check in on their progress. Last stop: Granite Public Schools.
Lifelong Learning is the Way to Overcome Disruptive Economic Forces
The world and the economy is changing – fast. The ability to adapt one's skills is no longer nice to have, but is a necessity for the modern world.
For Children, the Immigrant Experience Begins in School
For immigrants, assimilation into American culture does not happen purely through osmosis. Schools play a key role in this process — much deeper than just teaching English.
Five Reasons Schools Should Use Data. Faster.
Lessons from The A Word: Accountability — The Dirty Word of Today’s Education Reform
Five Ways to Keep Accountability Simple
Lessons Learned from The A Word: Accountability — The Dirty Word of Today’s Education Reform
Dustin Marshall: The "A" Word Interview Series on Accountability
Dallas Independent School District Trustee Dustin Marshall provides his perspective on accountability.
Looking Forward: The Possibility of Accountability’s Next Phase
Accountability recommendations from the Bush Institute
Diane Tavenner: The "A" Word Interview Series on Accountability
Diane Tavenner shares a charter leader's perspective on accountability.
Daniel King: The "A" Word Interview Series on Accountability
Daniel King shares a district leader's perspective on accountability.
Tom Boasberg: The "A" Word Interview Series on Accountability
Denver Public Schools Superintendent Tom Boasberg shares a school district leader's perspective on accountability.
Felicia Cumings Smith: The "A" Word Interview Series on Accountability
Felicia Cumings Smith shares a state leader's perspective on accountability.
Gerard Robinson: The "A" Word Interview Series on Accountability
Former Virginia Secretary of Education and former Florida Commissioner of Education Gerard Robinson shares a state leader's perspective on accountability.
Hanna Skandera: The "A" Word Interview Series on Accountability
Former New Mexico Secretary of Education Hanna Skandera shares a state leader’s perspective on accountability.
Kevin Huffman: The "A" Word Interview Series on Accountability
Former Tennessee Education Commissioner Kevin Huffman shares a state leader's perspective on accountability.
Lizzette Gonzalez Reynolds: The "A" Word Interview Series on Accountability
Lizzette Gonzalez Reynolds shares a national leader’s perspective on accountability.
John King: The "A" Word Interview Series on Accountability
Former U.S. Secretary of Education John King shares a national leader’s perspective on accountability.
Introduction — Accountability: The Dirty Word of Today’s Education Reform
Why does accountability matter? What voices are missing from today’s debate?
Margaret Spellings: The "A" Word Interview Series on Accountability
Former U.S. Secretary of Education Margaret Spellings shares a national leader’s perspective on accountability.
Parents and Teachers Need to Know Whether Students are Ready for College
Understanding college and career readiness has been a recurring theme in interviews the Bush Institute has conducted this year with education leaders on the subject of school accountability. It's one thing to tout improved high school graduation rates, but are those students equipped to engage in post-secondary content and higher-order thinking?
The Texas Education Agency released a family-friendly way to present results from the state's annual STAAR exams. No longer will parents get bureaucratic lingo.
What pivotal school board races in Los Angeles and Dallas mean
Today, we look at key school board races in two of the largest school districts in America
The Power of Numbers
Two articles that vary in focus both demonstrate the power of valid and comparable data to help us identify obstacles and then move efficiently to effective interventions to improve student outcomes.
Data From Annual Independent Tests Help Texas Students
The state bears the responsibility of ensuring a quality education. This role requires providing appropriate funding, but it also means knowing what is happening in classrooms across Texas. And that means having a common metric that produces comparable results.
Why Chronic Absenteeism Matters
The Bush Institute's Education Reform Initiative is working on chronic absenteeism because missing just 10% of school days – excused or not – puts students at risk to fall behind academically.
K-12: Preparing Students for College and Beyond
The knowledge economy requires a college degree -- forcing high schools to think of graduation not as the goal, but as the starting line.
The Global Picture: International Benchmarks Matter in Today’s World
Global marketplaces make the world smaller – and that fact puts a new onus on educators in every country. Their students must now learn in a way that prepares them for jobs that peers living in Berlin, Calcutta, and Seoul, as well as Albuquerque, Chicago, and Boston, may want for themselves. Navigating the competitive nature of the world’s economy can be overwhelming and tiresome, but that reality is not going away. As Americans we simply can’t hunker down within our borders. That’s why knowing whether our schools are producing students who are literate, think critically, and are able to solve problems takes on a new urgency. We need to know how well our students are doing both at home but also in relationship to students around the world. Data from the Global Report Card, which is contained in the State of Our Cities report, provides a way to make those comparisons. The Global Report Card compares data from state achievement tests and the National Asse
Looking for Education in the 2016 Election
Surprisingly, substantive debate about education in grades K-12 has largely been absent from this year’s presidential election. Whatever your thoughts about the 2016 nominees, the absence of discussion around education issues like knowing if students are on track to graduate from high school prepared for success in their post-secondary education is a concern for us all. Many of our major challenges, from race relations to greater economic growth to our global standing, connect to education. Candidates in past presidential elections certainly embraced education as a part of their campaigns. Consider the 1960 race between John F. Kennedy and Richard Nixon, which came on the heels of Russia’s launch of Sputnik in 1957 and communism’s gathering momentum around the world. Facing a critical time, the candidates considered education an essential tool to solidify the U.S. position as a global leader. We needed enough engineers, scientists, and mathematicians to