Research Brief
Can a District-Level Teacher Salary Incentive Improve Teacher Recruitment and Retention?
This brief describes evidence from an analysis of compensation increases in the Quality Teacher and Education Act showing that salary increases can improve a district’s attractiveness within their local labor market; increase the size and quality of the applicant pool; and increase the quality of new-hires. View link
Participation Among San Francisco Unified School District Students in Programs Offered by the Department of Children, Youth, and their Families
In 2012 and 2013, the San Francisco Department of Children, Youth, and their Families (DCYF), San Francisco Unified School District (SFUSD), and the Gardner Center collaborated to examine SFUSD student participation in DCYF-funded programs. The analysis found that DCYF had a significant presence among SFUSD students that has steadily increased over time. In addition to […]
The Effects of an Early Literacy Formative Assessment System
Background: The best formative assessment programs can enable teachers to better match instruction to student needs by providing them with information on student development and instructional strategies. Historically, San Francisco Unified School District (SFUSD) has not had a common early literacy formative assessment system. During the 2011-‐2012 school year, the District introduced Phonological Awareness Literacy […]
Ethnic Studies Pilot Follow-up Brief
This brief provides an overview of SFUSD’s ninth-grade ethnic studies pilot focusing on how student participation in the course influenced longer-term high school persistence and educational attainment.
The Effect of QTEA’s Compensation Changes on Teacher Recruitment
This brief describes how compensation increases in the Quality Teacher and Education Act were effective in recruiting more applicants.
Challenge Success Review of Research on Homework
This brief summarizes recommendations from Challenge Success to schools and families about how to support students when engaging in homework and homework policies.
Students’ theories about prejudice influence their friendships and behavior towards other racial groups
Stanford Professors of Psychology Carol Dweck and Jennifer Eberhardt and Research Fellow Kristin Pauker studied the question “how do students’ theories about prejudice relate to their friendships and behavior towards other racial groups?” by talking to students at five schools in the Bay Area, including one school in San Francisco. They found that fixed theories […]
Bridge to Success
Developing Early Warning Indicators for the San Francisco Unified School District
This brief from 2011 describes the development of Early Warning Indicators to help SFUSD high school principals identify incoming ninth graders who are at risk of not graduating within four years. View link
SFUSD New Graduation Requirement Task Force at Stanford LEADS
This brief explores an effort to develop the practices, structures, and policies necessary to operationalize a new graduation policy by integrating the Leadership for Equity and Accountability in Districts and Schools (LEADS) Cornerstones.