This project is designed to build and study the development of teacher learning communities organized around the standards defined by the National Board for Professional Teaching Standards.
This project examines large-scale performance assessment in the United States and abroad, including technical advances, feasibility issues, and policy implications.
Study Visits are inquiry-based mini courses to exemplary high schools conducted by the Stanford Center for Opportunity Policy in Education (SCOPE) and a partner school.
This project investigates Milwaukee's unique reform approach that applies both an aggressive school choice plan and a managed instruction approach.
This project investigates educational policies in Botswana and South Africa by measuring student achievement in 112 schools on either side of the countries' border.
This retrospective qualitative study seeks to understand the formation, purpose and leadership of a learning collaborative in the San Francisco Unified School District.
SCOPE is working with Knox County Schools' Fulton High School in Tennessee to develop four small learning community academies through a federal grant. The high school is strengthening project-based learning within academy teams.
A comparative analyses that compared and contrasted the influence of a public investment approach with a “free market” approach to the governance and management of schools.
This study looks at four exemplary California schools to understand the practices, approaches, and contextual factors that contribute to successful student-centered learning.