INITIATIVE

CORE-PACE Research Partnership

CORE-PACE Research Partnership

In October 2015, Policy Analysis for California Education (PACE) and the CORE Districts launched the CORE-PACE Research Partnership. The CORE districts (Fresno, Garden Grove, Long Beach, Los Angeles, Oakland, Sacramento City, San Francisco, and Santa Ana Unified School Districts) together serve nearly a million students and utilize a unique multiple measures data system to work together to improve student outcomes. Our research aims to deepen their learning, while sharing lessons more broadly to accelerate improvement across the state. Our work falls into three main areas: continuous improvement, social-emotional learning, and making use of multiple measures of student and school performance.

Topics Related to this Initiative
College access & postsecondary success
Continuous school improvement & support
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Related Commentary
Michelle Francois
Margaret Olmos
Libby Pier
Heather J. Hough
Michael Christian
Noah Bookman
Britt Wilkenfeld
Rick Miller
Heather J. Hough
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Recent Initiative Publications
Disparities in Unexcused Absences Across California Schools
Disparities in Unexcused Absences Across California Schools
Finding effective ways to improve school attendance is more important than ever given the dramatic increases in chronic absence nationwide and in California. This report presents a compelling case for using data about unexcused absences to advance a…
Engaging Schools to Improve Ninth-Grade Outcomes
Engaging Schools to Improve Ninth-Grade Outcomes
CORE’s Approach
Busy educators are often faced with a dilemma—staying up to date with evidence-based practices and initiatives that support their professional growth while combating a constant barrage of superficial ideas from other contexts. Continuous improvement…
Weaving and Stacking: How School Districts Craft Coherence Towards Continuous Improvement
Weaving and Stacking
How School Districts Craft Coherence Towards Continuous Improvement
Using qualitative case study methods, we examine how educators describe continuous improvement and craft coherence for implementation. We find that educators attempted to build system-wide improvement capabilities, taking into consideration theories…
Does Reclassification Change How English Learners Feel About School and Themselves?
Does Reclassification Change How English Learners Feel About School and Themselves?
Reclassification can be an important juncture in the academic experience of English learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, but its impact on social-emotional…