HMT Board Spotlight: Dr. Kim Schroeder

January 22, 2026

      Dr. Kim Schroeder brings a wealth of experience to her current role as Associate Superintendent of Learning and Teaching with Charlotte-Mecklenburg Schools. Her 25-year career in education began as a high school English teacher in Charlotte-Mecklenburg Schools, where she became a National Board Certified teacher and a College Board Advanced Placement Reader. Dr. Schroeder then transitioned to administrative roles in Union County Public Schools, serving as an assistant principal, principal and EPIC Grant Director. Her leadership skills and dedication to education led her back to Charlotte-Mecklenburg Schools, where she served as the executive director of the Southwest Learning Community, the Southeast Learning Community superintendent, and the Assistant Superintendent of High School Performance Area B. Dr. Schroeder’s commitment to educational excellence is reflected in her academic pursuits. She holds a bachelor’s degree in English from the University of West Georgia and a master’s degree in English education from the University of North Carolina at Charlotte. She earned an add-on certification in school administration, a specialist degree and a doctorate in educational leadership from Wingate University. Dr. Schroeder currently serves on several Boards of Directors and is currently the Regional President for the North Carolina Association for Supervision. She has two elementary-aged children. We’re deeply grateful for the perspective and leadership she brings to Heart’s Board of Directors and our mission.

 What first drew you to Heart Math Tutoring?

What first drew me to Heart Math Tutoring was seeing firsthand how critical early math fluency is to students’ long-term academic success—and how devastating achievement gaps can be when we don’t intervene early and intentionally.  The pattern is clear: students who don’t develop strong foundational number sense in elementary school face compounding struggles as mathematical concepts become more complex. 

What distinguishes Heart Math Tutoring is the precision of the model. Heart Math Tutoring is not just providing general homework help—they are delivering targeted, relationship-based interventions during the school day, focused specifically on building number sense and mathematical confidence. The consistency of twice-weekly sessions with the same tutors creates both the academic scaffolding and the caring adult relationship that research shows are essential for students who have fallen behind.

Heart Math Tutoring’s sustained impact tells me this is an organization that understands both the science of learning and the operational realities of schools. That combination is rare and powerful, and it’s what made me want to be part of this work.

What inspires you to keep supporting Heart today?

During my site visit to Elizabeth Traditional, I watched a young student work through a math problem with her Heart tutor. What struck me wasn’t just the academic progress happening in real time, but the student’s face when she solved the problem correctly. There was pride there, and confidence—something you can’t capture in a data point but that I know, as an educator, changes a student’s entire trajectory. That tutor wasn’t just teaching math; she was teaching that child that she’s capable, that she’s smart, that math is something she can do.

What keeps me engaged is knowing that Heart is addressing one of our district’s most critical challenges with a proven solution. When I look at schools with Heart programs, I see students gaining grade-level proficiency, I see teachers who have a true partner in supporting their most struggling learners, and I see families whose children are developing not just math skills but academic confidence that will serve them across all subjects.

Heart Math Tutoring represents exactly the kind of partnership we need: evidence-based, mission-aligned, operationally sound, and genuinely transformative for the students you serve. That’s what inspires me to stay committed to this work.

As you look ahead to the new year, what do you hope students will gain or experience through Heart?

As I look ahead to the new year, my hope for Heart students centers on two intertwined outcomes: mathematical competence and academic identity.

On the competence side, I want every student working with a Heart tutor to experience the breakthrough moment of “I can do this.” I want them to develop the number sense and fluency that will allow them to walk into their classroom feeling prepared, to participate confidently when the teacher asks a question, and to see themselves keeping pace with their peers. These foundational skills aren’t just about passing benchmarks—they’re about opening doors to higher-level mathematics pathways that might otherwise remain closed.

But equally important is what I hope students gain in terms of identity and mindset. I want them to shed the label of “I’m not a math person” and replace it with curiosity and even enthusiasm. I want them to experience what it feels like to have an adult who shows up consistently, believes in their potential, and celebrates their growth. That relationship—that investment from a caring tutor—has the power to reshape how a student sees themselves as a learner.

From a district perspective, my hope is that Heart continues to be a model partnership for CMS. As we work systemically to address achievement gaps and build equity across our schools, we need interventions that are both effective and sustainable. Heart Math Tutoring demonstrates what’s possible when community partners bring expertise, resources, and genuine commitment to our shared mission of student success.