INITIATIVE
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.
Related Commentary
Compassionate Partnerships for Youth in Foster Care
COVID-19 and the Educational Equity Crisis
Understanding, Measuring, and Addressing Student Learning Needs During COVID-19 Recovery
Related News
October 19, 2021 | Los Angeles Times
Recent Initiative Publications
Evidence from California’s CORE School Districts
While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills…
We illustrate the application of mixture IRT models to evaluate the possibility of respondent confusion due to the negative wording of certain items on a social-emotional learning (SEL) assessment. Using actual student self-report ratings on four…
Consistent Gender Differences in Students’ Self-Efficacy
Academic self-efficacy is a student’s belief in their ability to perform within a school environment. Prior research shows that students experience a drop in academic self-efficacy during middle school that is particularly steep for female students…
This brief applies value-added models to student surveys in the CORE Districts to explore whether social-emotional learning (SEL) surveys can be used to measure effective classroom-level supports for SEL. The authors find that classrooms differ in…