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 more
April 6, 2023

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 […]

Read more
June 1, 2019

Study of Personalized Learning

San Francisco Unified School District Personalized Learning Environments Pilot: A Report on Formative Research in the 2018-2019 Academic Year

Read more
November 1, 2017

PACE-CORE Partnership

Building Systems Knowledge for Continuous Improvement: Early lessons from the CORE districts

Read more
April 1, 2013

Quality Teacher & Education Act Evaluation

Career Pathways for Principals and Assistant Principals

Read more