This brief report highlights findings from SCOPE's study on effective social emotional learning practices at three urban high schools.
Sarah Levine will present on "a hundred years of tone and mood" at SCOPE's Brown Bag Semiar Series.
This article examines the nature of teachers’ collaborative work around common core standards and the conditions that support this work.
How the National Board certification process can be used as a school improvement strategy and support enriched teaching.
Pathways to New Accountability Through the Every Student Succeeds Act
This report examines options available to states for redefining their accountability systems as they begin to implement the Every Student Succeeds Act (ESSA).
The growth of Latino teachers has not kept pace with the rising Latino student population and the number of black teachers is shrinking.
The Learning Policy Institute (LPI) and the Stanford Center for Opportunity Policy in Education (SCOPE) introduce two documents to help California schools best utilize professional learning money to support learning around the newly adopted state academic standards.
This guide depicts collaborative learning in schools and is designed to be a resource to help educators strengthen the quality of collaboration.
The Instructional Leadership Corps (ILC) is moving into its second year with a bang, with two successful events in September.
These case studies examine what the Bank Street developmental-interaction approach looks like in practice.
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