How would you describe the future of education in Oklahoma? Answers to this question vary depending on who is being asked. A classroom teacher and a business leader often consider the question from different vantage points. A new parent and a retiree have different concerns that will shape their priorities. A policymaker and a school administrator share responsibility for developing effective schools, but their roles and objectives can differ. I would suggest that even though perspectives on education in Oklahoma differ from person to person, there is a common theme that connects them. This common theme is evident in the articles and commentary included in this edition of OEJ. It has to do with functional relationships.
No living system adapts to its environment and grows through tension without functional relationships. By functional relationships, I mean cooperative, reciprocal, and mutually supportive interactions that benefit individual parts and the system. Such relationships allow information and resources to mobilize, proactively heading off threats, addressing ongoing problems, removing constraints on performance, and improving maladaptive conditions. The extent to which education in Oklahoma adapts and thrives in the future, or remains stuck in unnecessary discord, depends on functional relationships within the system. This issue of OEJ, perhaps not intentionally but nonetheless effectively, directs our collective sights toward relationships that need attention.
The empirical evidence on advanced math pathways by Adam Tyner and Robert Chung raises questions about math and numerical competencies that prepare students for a world growing increasingly complex and unpredictable. Evidence on who has and does not have access to advanced math classes should lead us to address the question: How might we create relationships with math so that mathematical concepts and processes are viewed as fundamental to thinking, problem solving, and engagement in the modern world? Ideas on this question stand in contrast to viewing math as a subject that some are good at and others are not. In the other empirical study in this issue of OEJ, evidence presented by Daniel Hamlin points to missing relationships that if established and sustained can increase access to free college courses through programs like Modern States. His study reveals opportunity costs to students when relational connections have not formed, preventing valuable information and resources from getting to people who can benefit from them the most.
In turning to commentaries and other highlights in this edition, instructional adaptations that cultivate “soft skills” that Robert Sommers highlights for career and technical education emphasize building interpersonal and intrapersonal competencies along with technical knowledge and skills. The work Melissa Evon, Oklahoma Teacher of the Year in 2025, is doing to elevate the teaching profession is about building functional relationships through professional networks, with students and disciplinary knowledge and skills, and with instruction and learning. Similarly, Summer Foster’s work on social-emotional learning and Jessie Wright’s research on student engagement in online courses depend on relationships that affect students learning and development.
For Oklahoma, the future of education will be determined by both our individual and collective investment in supporting functional relationships. This will require repairing relationships that have been damaged, forming relationships that do not exist, strengthening relationships that exist, and transforming relationships that no longer work.
Journal Content
The Oklahoma Education Journal spans the boundaries of research, policy, and practice through a variety of features. In Relevant Evidence articles, the journal spotlights empirical studies performed in Oklahoma while Research Review pieces offer unbiased syntheses of national research on education issues affecting Oklahoma’s schools. Each issue includes profiles of state leaders, exploring innovative programs and approaches to school leadership. In Point-Counterpoint features, contributors present well-reasoned arguments on opposing sides of a policy debate. Additionally, journal contributors produce legal analyses, book reviews, school health and wellness features, dissertation research, professional learning initiatives, and updates on state education news, events, and resources.
Our Commitment to Readers
The editorial team is unwavering in its commitment to presenting accurate information to the greatest extent possible. We aim for neutrality and balance. The journal does not advocate for any political groups, ideologies, or programs. These promises to the readership guide the work of the editorial team and staff.
Author Bio
Curt Adams is Professor of Educational Leadership and Policy Studies at the University of Oklahoma.
