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Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts

By Rebecca Perry, Stacy Marple, Frances Reade


This report describes how districts participating in the Math in Common (MiC) initiative* approached the implementation of the Common Core State Standards in Mathematics (CCSS-M) differently than other California districts.

To implement their district visions of the CCSS-M, each MiC district’s MiC leadership team developed three critical collaborative structures. These structures enabled these districts’ practitioners, administrators, and thought partners to meet to learn, interpret, and refine the ways they wanted to shift the dynamics of classroom instruction so that the new math standards could come to life. This new way of operating may have contributed to the “bright spots” that a few of these districts are demonstrating in relation to improving student mathematics achievement.

This report shares this information so that other districts across the state may benefit from some of the implementation design lessons learned by these 10 districts, as CCSS-M implementation continues and as districts shift to the Next Generation Science Standards, which demand similarly profound changes in teaching and learning.

*The MiC initiative, funded by the S. D. Bechtel, Jr. Foundation, aimed to support 10 California districts in implementing the Common Core State Standards in Mathematics (CCSS-M) and improving mathematics teaching and learning in grades K–8. This report is part of a six-part series summarizing key findings from the five-year initiative.

Download this report and the Evaluation Brief to learn more.

Read the entire series of summative evaluation reports and the Executive Summary at

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Copyright: 2019
Format: PDF
Pages: 24
Publisher: WestEd