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
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Recent Initiative Publications
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Doing Deep Work Together
Lessons for Improving Network Collaboration
Collaborative networks that use continuous improvement principles and tools can accelerate and spread learning across sites and contexts. Districts face unprecedented challenges in meeting students’ and families’ needs in rapidly changing conditions…
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Fostering Parent Engagement
Removing Barriers to Data Accessibility
Parental engagement has been shown to be a key lever for improving outcomes for all students. It can positively influence grades, test scores, and graduation rates for all students. Increased engagement is also shown to improve the outcomes of…
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning
This article illustrates the application of mixture IRT models to evaluate 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 social-…
Brief
What Do Changes in Social-Emotional Learning Tell Us About Changes in Academic and Behavioral Outcomes?
Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels—as well as student achievement gains—but little has been done to understand if within-student changes in student reports of…