Stanford University and San Francisco Unified School District partnership unites research and practice to shape educational practices and policies that maximize educational experiences for all students. The Partnership matches researchers from Stanford University’s Graduate School of Education with SFUSD district leaders to address challenges and support improvements. Together, they create research projects that directly inform the school district’s work to transform teaching and learning for each and every child in the 21st century.
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What are the conditions under which research-practice partnerships succeed? by Caitlin C. Farrell, Laura Wentworth, and Michelle Nayfack in Phi Delta Kappan. March 22, 2021.
A university and district partnership closes the research-to-classroom gap, by Laura Wentworth, Richard Carranza, and Deborah Stipek in Phi Delta Kappan. May 1, 2016.
The Stanford-SFUSD Partnership: Development of Data-Sharing Structures and Processes, by Moonhawk Kim, Jim Shen, Laura Wentworth, Norma Ming, Michelle Reininger, and Eric Bettinger, in Handbook on Using Administrative Data for Research and Evidence-based Policy. 2020.
This brief describes research investigating: 1) to what extent does the work of administrators and teachers in instructional leadership teams (ILTs) seem consistent with the concept of shared instructional leadership; and 2) what conditions support or constrain shared instructional leadership?Read more
A Summary of School Selection, Student Assignment, and Enrollment in a School District with Open Enrollment and Mandatory Choice Policies
This brief focuses on an examination of open enrollment policies which aim to increase racial integration in schools by allowing parents to choose their children’s schools as opposed to automatic assignment to a neighborhood school.Read more
This brief highlights findings from the Impact of COVID-19 on Your Family Survey, implemented to better understand the experiences of families with school-aged children. These findings could potentially inform modifications to existing COVID programs and policies.Read more
This brief summarizes the paper, Designing School Choice for Diversity in the San Francisco Unified School District1 which describes a collaboration between Stanford University researchers and the San Francisco Unified School District (SFUSD) to re-design the district’s elementary student assignment system. The existing district-wide choice system replicates patterns of residential segregation at district schools and […]
This summary of research evidence finds five instructional practices, structures or policies related to multilingual students (otherwise known as “English Learners”) that are associated with positively impacting teaching and learning. This summarizes research from 2010-2018 conducted between Stanford University and San Francisco Unified School District.
The San Francisco Unified School District Multi-Tiered System of Supports (MTSS) is a differential resource allocation system to address equity issues in school funding. MTSS supports schools’ needs for staff across the five essentials: school leadership, professional capacity, instructional guidance, student-centered learning climate, and family-community ties by funding additional personnel resources (i.e., Full Time Equivalents – […]
This brief describes a study of the instruction of middle school teachers who worked with Emergent Bilinguals (EBs) and were nominated as “exemplary.” One important finding indicates that interactive supports appeared to be more crucial than pre-planned supportive structures in helping EBs carry out cognitively challenging tasks. Additionally, teachers who expressed the most confidence in […]
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 […]
This research brief summarizes the report, Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform by Elizabeth Huffaker, Sarah Novicoff, and Thomas S. Dee. The report highlights findings from an investigation of new math course pathways created by the San Francisco Unified School District (SFUSD) to address equity concerns about access to advanced math coursework.
Summary of: Insights into White Supremacy Culture from Interviews with African American Leaders About Their Careers
This brief summarizes findings and implications from a study designed to help the the San Francisco Unified School District (SFUSD) leadership development team better understand the experiences of their African American school site leaders. It sought to answer the research question: What are the factors that influence African American school leaders’ decisions about their career […]
This brief reports on a study of the utilization of the National School Lunch Programs during the COVID-19 pandemic, when onsite consumption and distribution requirements were relaxed.
This article highlights the longer-run impact of a ninth-grade SFUSD Ethnic Studies course, including: 1) a significantly increased probability of high school graduation among students near the eight-grade 2.0 GPA threshold used for assigning students to the course; 2) increased measures of engagement throughout high school; and 3) the probability of postsecondary matriculation. View link
The purpose of this November 2020 presentation was to inform San Francisco Unified School District community members about the design of SFUSD’s proposed student assignment policy, and gain perspectives from the policy and research experts about the questions and considerations for successful implementation of the policy.