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.

Recent Initiative Publications
Cover
Removing Barriers to Data Accessibility
Parental engagement is essential to improve academic outcomes for all students, particularly low-income, Black, and Latinx students. Distance learning has intensified the need for parental support, but state policies and tools for engagement are…
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning
This article assesses confusion due to negative wording on social-emotional learning (SEL) assessments using mixture IRT models. Results based on student self-reports show confusion biasing scores, especially in Grades 3-5, and correlational…
Brief
This study used data from California CORE Districts to explore whether changes in students' self-reported social-emotional learning (SEL) predicted changes in academic outcomes and attendance. The findings revealed that within-student changes in SEL…
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Evidence From the First Large-Scale Panel Student Survey
Self-report surveys are used to track students’ social-emotional development. This large-scale panel survey reveals that self-efficacy, social awareness, and self-management decrease after Grade 6, except for growth mindset. Female students report…