Lane McBride
Managing Director & Partner
Washington, DC
Lane McBride is a member of The Boston Consulting Group's Public Sector and People & Organization practices as well as a member of the firm’s education leadership team in the US.
Since joining BCG in 2003, Lane has focused primarily on the education sector, spanning topics such as strategy, organization design and transformation, change management, cost efficiency, performance management, and consumer insight.
Lane’s client work has included supporting the development and implementation of the comprehensive transition plan for the largest school-district merger in US history, between Memphis City Schools and Shelby County Schools. He also led a review of state education spending for a committee appointed by the governor of Delaware and helped carry out the Academic Transformation Plan in the Cleveland Metropolitan School District.
Lane is a coauthor of a BCG paper on education cost efficiency published in Stretching the School Dollar: How Schools and Districts Can Save Money While Serving Students Best (Harvard Education Press, 2010). He is also a coauthor of several BCG publications on technology in education and K-12 resource allocation. Lane has supported BCG’s relationship with global social-impact partner Teach for All.
A new liberal arts institution in Vietnam found that including students and faculty in the school’s development was a major driver of success.
School leaders had little time to prepare for the crisis. Careful scenario planning can help them weather the closures and reopen from a position of strength.
Colleges and universities are on the frontlines of the outbreak. Here’s how their leaders can respond to immediate needs and plan for their institutions’ resilience.
In an increasingly fast-changing world, where adaptability and soft skills will be required to succeed in work and society, the role of social and emotional learning and character education is becoming more important. This session explores definitions of social and emotional skills and character education, the imperative of developing these skills, and select government and private sectors effort to measure and incorporate them into formal and informal settings.
It’s not easy to manage or measure teaching performance, but a few pioneering and persevering US public-school districts are getting impressive results.
For many children, ECE programs, while worthy, are simply too little, too late. New initiatives should be more comprehensive and more collaborative, with a common goal of ensuring success for children.
School districts must close the gap between the engaging, relevant, and hands-on training that teachers and administrators want and the reality of disengagement with collaborative training on the ground.
Large urban school districts beset by enrollment and revenue declines can adopt specific practices that help manage costs while minimizing the impact on students.
