California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California’s Local Control Funding Formula (LCFF) and Local Control and Accountability Plan (LCAP) process encourage the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every Student Succeeds Act (ESSA) reinforces this local control, requiring more comprehensive assessment of school performance and a less prescriptive, local approach to school support. These changes represent a major cultural shift for California schools and districts, as they work to implement continuous improvement. Our work in this area is designed to share lessons from CORE’s collaboration as a Networked Improvement Community to accelerate implementation of continuous improvement statewide. Our work thus far has aimed to answer the following questions:
Calls for “continuous improvement” in California’s K-12 education system are central to current discussions about school improvement in the state. Yet, definitions of continuous improvement vary, and knowledge of what continuous improvement looks like in practice is limited. To advance the conversation, in this brief, Continuous Improvement in Practice, the authors define continuous improvement both in theory and in practice and identify current implementation challenges and opportunities in California.
This continuous improvement brief, Exploring Improvement Science in Education: Promoting College Access in Fresno Unified School District, highlights how Fresno Unified School District (FUSD) developed and utilized its data dashboard and the principles of Improvement Science to increase college access for their students.
This policy report, Building Systems Knowledge for Continuous Improvement: Early lessons from the CORE districts, shares four lessons from the CORE districts’ early efforts to build systems knowledge about their shared middle school math achievement gap for their African American and Hispanic/Latino students. By participating in an extended systems analysis process, the CORE districts learned that: (1) Effective systems analysis starts with creating an improvement team that is set up for success; (2) The systems analysis process enables district leaders to revise, refine, and expand their initial theories about the reasons behind their problem of practice; (3) Accessing and interpreting different types of data are critical to building a complete understanding of a problem of practice; and (4) Teams getting started in continuous improvement benefit from expert facilitation and learn-by-doing activities.