Publications
Briefs
A Systems Approach to Creating an Ecology of Equity in a High-Poverty School District
This memo, which is the sixth in the series, highlights the ongoing work of the Sunnyside Unified School District (SUSD) to create an ecology of equity. Their efforts focus on developing a school system that fosters a belief in each person’s capacity to learn (administrators, teachers, and students alike) and increases students’ opportunities for success by helping them take responsibility for their own learning through the use of evidence.
Articles & Chapters
Learning to Talk about Race and Implicit Bias in Historically White Districts: Some Guidance for Educators
Danielle Greene and Ann Jaquith wrote Learning to Talk about Race and Implicit Bias in Historically White Districts: Some Guidance for Educators for SCOPE’s district partner after the first year of the Stanford Sequoia K-12 Research Collaborative project.
Reports & Report Series
Community Research Collaboratives
While working with partners within the Education Justice Network to develop projects that engage community-based organizations with researchers, SCOPE and National Education Policy Center identified a need for a new definition for an approach to research and engagement.
Reports & Report Series
Beyond Alignment
What conditions are necessary for Technical Assistance Organizations (TAOs) to work together in a school district? How can a school district create conditions for TAOs to dwork together toward achieving a common goal across its schools?
Reports & Report Series
A Humanistic Approach to Scaling Up
What does it take to transform a large, bureaucratic institution with a fractured culture and a compliance orientation into a nurturing, collaborative, vision-directed organization? This report and the accompanying research brief endeavor to answer that question by examining a humanistic and systems thinking approach to cultural change that took place over a period of two years in a large-scale, state organization.
Briefs
Creating Identity-Safe Spaces So Feedback Can Educate and Motivate Learners
This memo, which is the fifth in the series, highlights the ongoing work of the Leadership Public Schools (LPS) Network—a network of three high schools in Northern California serving about 1,500 students with 98% identifying as people of color and 80% qualifying for free and reduced lunch. LPS, driven by their belief that students are serious and capable learners, thinkers, and doers, worked to disrupt inequities by developing and refining student peer feedback practices.
Briefs
Virginia’s Student-Led Assessment Networked Improvement Community: Coming Together for Systems Change
This memo, which is the fourth in the series, describes how 11 Virginia school divisions have come together to form Virginia's Student-Led Assessment Networked Improvement Community. This Networked Improvement Community (NIC) is focused on increasing the use of student-led assessment practices, including capstone projects, to increase students’ agency and ownership of their learning and assessment experiences.
Briefs
Developing A School Culture of Meaningful Feedback Deepens Everyone’s Learning
This memo, which is the third in the series, highlights the work of Summit View Elementary School in Tucson, Arizona and its use of ideas and practices from a blended online course, Student Agency in Assessment and Learning (SAAL) developed by researchers at WestEd, also an ALP grantee.
Tools & Infographics
Toward the Desired State Practitioner Toolkit
A tool supporting districts in their work with technical assistance providers.
Briefs
Co-Design as a Lever for Increasing Student Agency: Assessment for Learning in New Hampshire
This memo, which is the second in the series, highlights the work of the New Hampshire Learning Initiative (NHLI), a member of the ALP network. The memo describes their efforts to support educators across the state to actively engage students as partners in co-designing learning goals and assessment strategies, showcasing how these efforts have enriched the experiences of teachers and students in two districts.
Reports & Report Series
The Internationals Network for Public Schools: Educating Our Immigrant English Language Learners Well
This study seeks to identify how the Internationals Network for Public Schools greatly increases the number of recent immigrant ELs who stay in high school, graduate, and attend and complete college.
Reports & Report Series
Assessment for Learning Project: Field-Facing Memos
A multi-year grant program and field-building initiative designed to fundamentally rethink the roles that assessment can and should play to advance student learning and improve K-12 education in the United States.
Briefs
Rethinking Students’ Role in Assessment to Promote Greater Equity
This memo, which is the first in the series, explores some of the assessment for learning practices that the initiative is supporting at Del Lago Academy of Applied Sciences, a small public high school in Escondido, California that educates a diverse group of scholars to develop industry-specific skills and expand their social networks and access to opportunities.
Tools & Infographics
Engaging with Communities for Education Equity
Infographic author, Frank Adamson, writes that “Oakland has faced many educational challenges over the years from a variety of sources; this work both outlines the extent of the impact on the school system and identifies important information for community members as they seek to regain and retain control of education decision making in the district.”
Reports & Report Series
Advancing a New Focus on Teaching Quality: A Critical Synthesis
Quality teaching depends on a wide array of personal and contextual factors. An emerging and s quality by examining how teachers’ abilities to influence student achievement change over the course of their career and how these changes are influenced by the context in which they work.
Reports & Report Series
SCOPE Study–Teachers’ Time: Collaborating for Teaching, Learning, and Leading
This study examined four U.S. schools—that organize and structure teacher time and work so that teachers are encouraged to collaborate with one another in their efforts to enrich teaching and learning:
Reports & Report Series
“The Kids Benefit From It, So It’s Worth It”: Time for Teaching and Learning at SMASH
“The Kids Benefit From It, So It’s Worth It”: Time for Teaching and Learning at SMASH, looks at looks at the Santa Monica Alternative School House (SMASH) in the Santa Monica-Malibu Unified School District, and how it organizes teacher time and work in innovative ways.
Reports & Report Series
Focused on Learning: Student and Teacher Time in a Singapore School
In this study, we examine how one school within the Singapore system organizes and allocates student and teacher time within the school day and how that allocation and use of time contributes to the growth and development of students and the growth and development of teachers' capacity to support their students.
Books
Teaching, Learning and Living
Ann Lieberman's new book reflects on how her career of inquiry into teachers and research has progressed and changed over the last fifty years.
Reports & Report Series
Teachers’ Time: Collaborating for Learning, Teaching, and Leading–Report & Brief
Teachers’ Time: Collaborating for Learning, Teaching, and Leading are the report and research brief that are part of a larger study of four public schools across the United States that organized teacher time and work in innovative ways.
