At St. Louis Park Public Schools, work is underway to amplify student voice throughout the learning process. Through a collaborative approach known as CARE (Collaborative Action Research for Equity), educators explore questions to improve student outcomes and experience. This framework encourages teachers to seek answers to the question, “What do students think about what we are teaching?” The information is used to center their instruction on student experiences, fostering engagement, and building equity in the classroom

In this week’s Park and Learn video, Science Teacher Mehgan Setten was featured. Students in her class shared that they value opportunities to be heard and included in meaningful discussions. This sentiment resonates across the school, where educators are using the CARE cycle to develop department-specific questions and measurable outcomes.

At St. Louis Park Middle School:

• 7th and 8th grade science team asks: “How do structured discussion strategies amplify student voice and engagement?”
• 6th grade science team wonders: “How does reflection on structured grouping strategies elevate student learning experiences?”
• Math team focuses on “How does a classroom structured around collaboration and problem-based learning impact students’ academic outcomes?”

These questions are more than academic exercises – they represent a commitment to cultural competence. Teachers use the Teacher Development and Evaluation Rubric, which aligns their work with teachers across the district through cultural competence and representation of marginalized communities. 

In math classrooms, this commitment is visible in action. With the new collaboratively-based curriculum, students take on clearly defined roles – recorder, observer, note taker – while working together on problem-solving tasks. This approach aligns with updated state math standards and reflects the broader goal of teaching students how to collaborate effectively. As Principal Melissa Kalinowski put it, “It’s not just about solving problems; it’s about learning how to solve problems together.”

Throughout the CARE cycle, teachers engage in continuous reflection. They seek feedback directly from students, ask about their experiences, and adjust their instructional strategies. This process is grounded in a growing body of research showing the critical role of teacher-student relationships. According to an analysis of 46 studies reported by Education Week, strong relationships between teachers and students improve nearly every measure of success, from higher academic engagement and attendance to better grades and reduced disruptive behaviors.

The impact of this work is already evident. In Teacher Meghan Setten’s class, 93% of students reported feeling seen and heard, a powerful testament to the Science CARE team’s focus on structured discussions. This outcome reflects the potential of the CARE cycle to transform classrooms into spaces where all students feel valued and empowered to contribute their voices.