New Releases
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A Cross-State Evaluation of MIND Research Institute’s ST Math Program and Math Performance
This report presents the findings from an assessment of mathematics outcomes in elementary schools across multiple states that were provided with the ST Math program.
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“We Shake Hands at the Door”: How a Focus on Relationships Is Driving Improvement in Chula Vista
Learn how strong relationship-building – teacher to student, student to student, teacher to teacher, and administrator to teacher – guides improvement efforts in San Diego’s Chula Vista Elementary School District.
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A System of Measures to Support Improvement in Teacher Preparation
This paper offers lessons learned from California State University teacher preparation programs engaged in using data to inform improvements in how they prepare teachers for the profession.
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Reflections on Applying Principles of Equitable Evaluation
Equitable evaluation is an approach that addresses the dynamics and practices that have historically undervalued the voices, knowledge, expertise, capacity, and experiences of all evaluation participants and stakeholders, particularly people of color and other marginalized groups. This brief explores how equitable evaluation principles can implemented.
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The College Promise Guidebook for California and Beyond
This resource provides step-by-step guidance to teams who are developing, strengthening, or expanding a College Promise program.
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Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support.
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Improving School Safety: Policy Trends, Assessment, and Prevention
Join us for this 90-minute webinar to learn how state and local leaders are using threat assessment models and school climate improvement to prevent school violence.
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Roadblocks and Routes: Professional Development in Math in Common Districts
This report describes some of the more common roadblocks that Math in Common districts faced in their early years of CCSS-M implementation, along with the routes that the districts took around those roadblocks in order to support teacher and student learning.
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What Accelerates a Community of Practice? Inflection Points That Changed the Course of the Math in Common Initiative
This report describes the trajectory of the Math in Common (MiC) Community of Practice (CoP), including both its missteps and its successes, in the hope that designers or participants of other formal or informal CoPs can leverage the MiC experience and make progress more quickly in their own collaborations.
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Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts
This report describes how teachers participating in the Math in Common initiative made significant shifts in their instruction to help students master the Common Core State Standards in Mathematics.
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Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts
This report describes how districts participating in the Math in Common initiative approached the implementation of the Common Core State Standards in Mathematics (CCSS-M) differently than other California districts.
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Spotlight on Student Achievement: Analyses of Statewide Assessment Data in Math in Common Districts
This report documents the uneven math gains made by Math in Common (MiC) districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth. While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field.
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Developing Principals' Instructional Leadership in Math in Common Districts
This report describes the approaches that Math in Common (MiC) districts took toward helping principals take ownership of math instruction and standards implementation at their sites, and profiles three MiC districts that built their principals' instructional leadership over time.
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What California Educators Are Saying about School Leadership
This brief summarizes recent survey results from California educators related to school site leadership, covering how principals spend their time, teacher leadership, and teachers' views of their principals.
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Comparing Attitudes and Practices Among Educators Serving Large Proportions of English Learners in California and Three Other States
This brief contrasts the perceptions of California educators who serve a relatively high proportion of English learner (EL) students (i.e., over 25 percent of students) with the perceptions of educators who are serving a relatively high proportion of EL students in three comparison states.
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