When Justin and Liliana—two Heritage High School students from Vancouver, Washington—joined the Gates Foundation’s Education Roundtable, they walked into a room full of data, questions, and adults. But they didn’t just sit and listen. They left inspired, determined to bring what they learned back to their school and community.
With the support of Heritage High School Principal Derek Garrison, Justin and Liliana transformed what they heard into action—igniting conversations with students, families, and school leaders about educational opportunity and postsecondary success.
From the roundtable to the real world
The Education Roundtable brings together students, educators, and system leaders to explore data and reimagine education across Washington. It’s facilitated by Dr. Tammy Campbell, who encourages participants to think critically about what they’ve learned and apply it to drive change.
“What are you going to do with it now?”
That was the question posed by Dr. Campbell after a presentation on postsecondary enrollment rates, which used data from the Education Research and Data Center. The numbers were stark: nearly 90% of Washington high schoolers say they want to pursue a postsecondary program, yet only about half enroll in a two- or four-year college or apprenticeship.
The data shocked the Heritage High students. But it was Dr. Campbell’s question that really stuck with them on the drive back to Vancouver.
“We realized we are clearly uncovering some things, and not enough people back home know about it. So, inspired by Dr. Campbell’s challenge, we decided to take action. It quickly moved from theory to action,” Derek said.
A shared mission, guided by student voice
Eager to spark conversations at home, the students brought the vision and drive—while Derek worked behind the scenes to open doors. As principal, he helped identify meetings, community forums, and district events where the students could share what they had learned—opportunities they might not have known about on their own.
“My role was more of the logistical—if I can get you in the space and have you feeling prepared. And theirs was, hey, once in the room, go for it,” he shared.
Dr. Campbell’s team also supported the students with updated data and slide decks, providing a strong foundation to build from.
Their first event was small but powerful: student-led panels with parents, students, and district leaders, all exploring data together. The format centered on dialogue, with table discussions following the “What, So What, Now What?” framework. Liliana and Justin served as facilitators, while Derek and the district’s superintendent helped frame the discussion. They presented the “What,” the data highlighting the gap between students’ aspirations and postsecondary success. Then they asked attendees, “So what does this mean for our students?” From there, participants brainstormed how they could take action to address this issue (“Now what”).
The event left attendees asking for more.
“Holding these sessions has shown the dedication and fire students have to better education for themselves and the next generations,” Liliana shared. “I have been so grateful to have these opportunities and can’t wait to see what the future holds.”
Building confidence through repetition
Encouraged by momentum—and joined by Abeal, a student at Henrietta Lacks High School—the students expanded their efforts. Over the last year, they presented at a school board meeting and a community needs assessment event, this time zeroing in on data insights most relevant to parents.
Most recently, they hosted an event specifically for Spanish-speaking students and families, led almost entirely by students.
“By that time, Liliana and Justin had done this a few times,” Derek noted. “They were pleasantly surprised and relieved at how straightforward and simple that was.”
Over time, the students have grown into polished facilitators. They’ve practiced moderating discussions, balancing airtime, and anticipating tough questions. Derek encouraged them to think like educators: “You’re going to be seen as the resident expert. Let’s predict the questions and make sure you’re ready.”
Just as important, they’ve learned how to show up for each new audience. Even when they’ve seen the data countless times, they know it’s someone else’s first encounter. “You’re going to get bored with this because you’ve seen it seven times already,” Derek told them. “It’s going to be the same routine, a new audience. But you’ve got to bring the energy because it’s the first time they’ve seen it.”
“Being able to be a student representative at the Gates Foundation Education Roundtable has given me so many incredible opportunities and opened my eyes to a whole new world I wasn't aware of,” Justin said. “Speaking with school district representatives locally as well as from all across the state, I have been able to see many ways that we can bring positive change to our school community and further my own personal growth as a leader as well!”
Stretching student leadership—and adult expectations
Derek isn’t surprised by the students’ capabilities and impact, but he continues to be inspired by how they show up. “They’re so engaged and smart,” he said. “If I only had a transcript, I might not know, ‘Oh, she’s 16.’”
At Heritage, Derek said this type of leadership is part of a larger culture—one that values student voice and action. “We kind of have the spirit of volunteerism,” Derek said. “Hey, would anybody be willing to do this? Yes. Can somebody host that? Heritage will. It’s a good antidote to cynicism out there.”
With another school year on the horizon, Liliana and Justin are heading into their senior year, and Abeal will return as a junior. They’re already thinking about what’s next, and who else needs to hear this message.
Because while data can tell a story, it’s student voice that brings it to life. And when students have the tools to lead with insight and urgency, change doesn’t just happen behind closed doors. It starts in classrooms, cafeterias, and community centers. And it spreads.