Lessons from Two Learning Networks
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Summary
Continuous improvement has a prominent place in California’s approach to educational accountability. But while there are proof points that show the potential of continuous improvement, currently there is not evidence that continuous improvement efforts are consistently leading to sustainable improvement in student outcomes and system functioning. This report analyzes the experiences of two organizations serving as the hubs of improvement networks, both of which led networks seeking to increase the proportion of students on track for postsecondary success during the 2020–21 school year. We...
Evidence From Interim Assessments in California
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Summary
At the first anniversary of school closures due to COVID-19, nearly half of the K–12 students in the U.S. were attending schools that were either fully remote or offering hybrid instruction, with more than 70 percent of California students attending schools remotely. For this reason, continued efforts to unpack the effects of COVID-19 on student outcomes are especially important for California students, who may be experiencing larger-than-average effects of continued school closures relative to the nation overall. In this report, we used data from multiple interim assessments to examine how...
Evidence from the CORE Districts
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Summary
Since spring 2020, the COVID-19 pandemic has been abruptly interrupting regular instruction in almost all schools in the U.S. One year later, policymakers, district administrators, and educators are still balancing the benefits and risks of returning K–12 students to fully in-person school. Many are concerned about the pandemic’s disruption to students’ academic progress. In California, educators have been focused equally on students’ mental and emotional health, social relationships, and learning environment, given that many students have been learning remotely since the onset of the pandemic...
The Case of Garden Grove Unified School District
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A crucial but challenging requirement of successful continuous improvement involves transforming the system’s culture. This case study explores how Garden Grove Unified School District built a culture that puts kids first; nurtures commitment, drive, and loyalty among teachers and other district personnel; and views both student and adult learning as important. This case examines four structures and processes used by Garden Grove leadership to establish and maintain a culture of improvement that has resulted in rising student achievement. The lessons learned could be implemented in many...
The Case of Long Beach Unified School District
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Successful continuous improvement requires educators to have a shared clarity of purpose, integrated systems of support, and a clear vision for instruction across the system with the central goal of improving classroom instruction. This case study examines how Long Beach Unified School District, one of the CORE districts involved in the CORE-PACE research project on continuous improvement, fosters these efforts. It is a portrait of a learning system that emphasizes improvement towards high-quality, rigorous instruction for all students through professional learning and capacity-building. Their...
The Case of Ayer Elementary
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Ayer Elementary School in Fresno is an exemplar of leadership practice necessary for successfully building and maintaining a culture of continuous improvement. This case study examines the leadership practices that teachers say allowed them to undertake the challenging work of using data for evidence-based changes that are steadily improving student outcomes in this ethnically diverse, high-poverty school. The report offers insights into how leaders can foster a culture of risk-taking, teacher agency, and collective efficacy. It also raises questions about how to support more principals in...
Lessons from the CORE Districts
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Summary
Continuous improvement has become a leading method of changing the way schools and districts foster better student learning and success. As part of the CORE-PACE Research Partnership, PACE spent a year studying the CORE Districts’ approach to implementing continuous improvement with a focus on two key questions: 1) What do we know about how to support educators in learning continuous improvement? 2) What conditions support continuous improvement in districts and schools? The findings are presented in a report that provides an overview of lessons learned in building a successful continuous...
A Research Summary and Implications for Practice
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Given the importance of a college degree for both individual and societal economic prosperity, policymakers and educators are focused on strengthening the path to college beyond college entry. In this report, we synthesize the existing literature on four factors key to educational attainment—aspirations and beliefs, academic preparation, knowledge and information, and fortitude and resilience—and the implications of each.
Publication author
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The CORE districts have been measuring SEL via self-report student surveys since 2015. Any district, state, or school looking to use these surveys can now build from what we have learned in the CORE districts. In this paper we provide benchmarking data, including means and standard deviations by construct, grade level and subgroup, and examples of how to use these data in practice. The data come from nearly half a million students across the 8 CORE districts, in grades 4 through 12, who took the survey in the 2015-16 school year. While not a true national sample, the CORE benchmarking sample...
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Summary
California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school districts engaged in learning about improvement together, is an important testing ground to learn about what this work entails.
Learning from the CORE Data Collaborative
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Experts agree that effective data use is critical for continuous improvement. However, there is a lack of understanding statewide about how data use for continuous improvement, with its adaptive and iterative nature, differs from data use for other purposes. In this paper, the authors discuss what data are most useful to inform continuous improvement at all levels of the system and provide a case study of how the CORE data collaborative uses a multiple-measures approach to support decision-making. {"preview_thumbnail":"/sites/default/files/styles/video_embed_wysiwyg_preview/public/video...

A Pragmatic Approach to Validity and Reliability
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As educational practitioners and policymakers expand the range of student outcomes they assess, student perception surveys—particularly those targeting social-emotional learning—have grown in popularity. Despite excitement around the potential for measuring a wider array of important student outcomes, concerns about the validity of the inferences that might be drawn from student self-reports persist. One of the most ambitious attempts to incorporate student perception surveys into a larger assessment framework has occurred through CORE—a consortium of school districts in California. Pulling...
Evidence from the CORE Districts
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Summary
Mounting evidence demonstrates that social-emotional skills are important for students’ academic and life success, yet there is limited evidence on how these skills develop over time and how this development varies across student subgroups. This study uses the first large-scale panel survey of social-emotional learning (SEL) to describe how four SEL constructs—growth mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12, and how these trends vary by gender, socioeconomic status, and race/ethnicity. The results are based on self-report student surveys...
Practices and Supports Employed in CORE Districts and Schools
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Social-emotional learning refers to the beliefs, attitudes, personality traits, and behaviors that students need to succeed in school and life. Our study looks closely at ten “outlier schools” in California’s CORE districts whose students report strong social-emotional learning outcomes compared to other, similar middle schools. The brief and infographic—based on a longer technical report—describe the surprising breadth and variety of social-emotional learning practices found in these outlier schools, as well as commonalities in their approaches and implementation challenges that some are...
Early lessons from the CORE districts
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Summary
In California, recent policy shifts have created a high degree of local control with the expectation that school districts will think differently about school and district improvement. However, many districts lack the individual expertise and organizational capacity to support these changes at scale. In large part, this is due to a lack of a shared understanding of the routines, structures, and supports needed for school systems to develop and implement change ideas that dramatically improve student outcomes. In this policy report, we take a first step towards clarifying what continuous...
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This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. We also show how the SEL and CC measures can be used to identify areas of...

Early Implementation Findings from the CORE Waiver Districts
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Summary
California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California’s Local Control and Accountability Plan (LCAP) encourages 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...