Research Report
What do we know about Dually Identified Students? An Emerging Research Agenda
Within the Stanford-Sequoia K-12 Research Collaborative, questions have emerged asking what is known and not known about dually identified students – students who qualify for English Learner and Special Education services. This research summary explores these questions to develop an emerging research agenda that could guide future study designs.
Read moreAhead of the Game? Course-Taking Patterns under a Math Pathways Reform
A controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This descriptive study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD students who spanned the reform’s implementation. We observe large changes in ninth and tenth grades (e.g., delaying […]
Read moreStudy of Personalized Learning
San Francisco Unified School District Personalized Learning Environments Pilot: A Report on Formative Research in the 2018-2019 Academic Year
Read morePACE-CORE Partnership
Building Systems Knowledge for Continuous Improvement: Early lessons from the CORE districts
Read moreQuality Teacher & Education Act Evaluation
Career Pathways for Principals and Assistant Principals
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