Research Report
An Investigation of a Professional Learning Measure to Support Teacher Leaders’ and Teachers’ Learning
The purpose of this study was to describe the use of a collaborative professional learning measure in SFUSD. Research suggests the importance of ongoing explorations of validity evidence for the use of measures in particular contexts. In this study, we are looking closely at how SFUSD district mathematics leaders used the measure of professional learning […]
Practical measures: Improving mathematics discussions with quick, actionable feedback
In this brief research report, we describe what we learned from SFUSD coaches and teachers when asked to provide feedback on charts displaying data from the practical measures surveys. Practical measures are brief student surveys designed to provide teachers with quick, actionable feedback on some aspect of their lessons (Jackson, Henrick, Cobb, Kochmanski, & Nieman, […]
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.
Ahead 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 […]
Study of Personalized Learning
San Francisco Unified School District Personalized Learning Environments Pilot: A Report on Formative Research in the 2018-2019 Academic Year
PACE-CORE Partnership
Building Systems Knowledge for Continuous Improvement: Early lessons from the CORE districts