This report explores three questions about the Common Core State Standards in California, and provides recommendations and conclusions based on a two-day symposium convened to answer those questions.
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The Common Core State Standards represent an exciting step forward for California and for the nation as a whole in supporting strong instruction that can better prepare students for college and career success. As educators embrace the challenges associated with assessment of the Common Core, it is instructive to learn from the California Learning Assessment System (CLAS) experience in the early 1990s—both to build on its successes and to avoid the mistakes that led to its demise.
Drawing on interviews with district leaders as well as focus groups with coaches, specialists and principals, this brief describes the Fresno-Long Beach Learning Partnership’s work in two of the four areas that the districts selected as key leverage points for district action: mathematics and English learner instruction.
This brief uses the experience of eight California school districts—all members of the California Collaborative on District Reform—to suggest a more systemic approach to school turnaround.
This second in a series of briefs on the Fresno-Long Beach Learning Partnership focuses on the leadership practices of Fresno Unified Superintendent Michael Hanson and Long Beach Unified Superintendent Christopher Steinhauser and the ways in which their partnership strengthens the strategies they employ.
This brief draws on dialogue and investigation among the district practitioners, researchers, and policymakers participating in the California Collaborative on District Reform. It discusses ways in which districts can approach mathematics education given the current fiscal and political context in California.
This fourth and final brief in the California Collaborative on District Reform series examines how the Fresno-Long Beach Learning Partnership uses data to inform work across and within the districts. The Partnership is a collaboration that aims to improve student outcomes, accelerate achievement for all students, and close achievement gaps by capitalizing on shared systemic capacity-building across two high-need districts.