News
Elementary Principals Critical to Early Learning
California Education Partners’ work with school districts has put in clear relief the critical role of principals in improving instruction. To foster instructional improvement, principals need to identify the right supports for teachers — including instructional materials, assessment instruments, and coaches – and to give meaningful feedback to teachers when they observe classrooms. These tasks […]
Sanger Unified’s Systems and Structures for Alignment
The Sanger On Track Improvement Team, composed of leaders across five secondary schools (Sanger High School, Sanger West High School, John F. Kennedy Middle School, Washington Academic Middle School, and Hallmark Academy), is focused on improving the practices that support student outcomes in mathematics. The district administrators, site administrators, Curriculum Support Providers, and TOSAs coordinate […]
El Dorado County is Building Capacity
El Dorado County Office of Education (EDCOE) is rethinking how they build the capacity of the districts they serve to improve outcomes for kids. In a multi-year partnership with California Education Partners, 11 school districts in EDCOE are building systems for instructional coherence in Math that set students on a path to graduation with more […]
Deepening Math Coherence: How Westminster is Scaling High-Quality Math Instruction District-Wide
The Westminster Improvement Team is driving a powerful, unified vision for math learning across PreK through 5th-grade classrooms by deepening and extending their participation in the Pre-K to 3 Coherence Collaboration (P3CC). Aligned with the district’s strategic priorities of strengthening first-best instructional practices and using the PLC process to uphold rigorous grade-level expectations, the team […]
Report: P-3 Instructional Continuity
Big Take-Away While California’s efforts to expand preschool and TK instruction have been beneficial, districts need intense and enduring support that addresses district structures, policies, and practices in order to have a meaningful impact on P-3 continuity and improved outcomes for students. California has invested significantly in transitional kindergarten and preschool; however, these investments must […]
Meet Program Manager Christine Roberts
Q: What is something you do a lot in your job? A: I spend a lot of my time connecting multiple levels of systems (from the classroom to the school to the district to state policy) to provide high-quality math learning experiences for all young people. Attending each of these levels and the relationships between […]
Report: Toward a Stronger Next Generation of California Education
This 39-page report is the synthesis of all 55 technical reports and 22 research briefs. It identifies the primary challenges and concomitant priorities. Big Take-Away Over the past two decades, California has improved standards, early childhood programs, and data systems. Overall achievement has improved, but disparities persist, especially in math and among English learners and […]
Taking Changes to Scale to Increase Student Access
By Rosanna Mucetti, Superintendent and Monica J. Ready, Assistant Superintendent of Instructional Support Services, Napa Valley Unified School District The transition from middle school to high school often marks the first major drop in momentum toward college readiness. Across California, nearly half of high school graduates fail to complete the A–G coursework with a C […]
Building Systems, Not Just Programs: How El Dorado is Reimagining County Office Support
Superintendent Ed Manansala of the El Dorado County Office of Education (EDCOE), located east of Sacramento, is on a mission to build stronger, permanent systems for professional learning across 15 districts and 65 schools. For rural districts, the challenges and opportunities are unique. When a district consists of small schools with one or two teachers […]
Research Prompts Policymakers to Change EL Reclassification Laws
A California Education Partners Research Practice Partnerships (RPP) influenced a new state law aimed at improving outcomes for English learners. Drawing on findings from the California Education Partners’ Stanford–Sequoia K–12 Research Collaborative, with research conducted by the Stanford University’s John W. Gardner Center and Stanford Professor Guillermo Solano-Flores in partnership with nine school districts including […]