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 François
Margaret Olmos
Libby Pier
Heather J. Hough
Michael Christian
Noah Bookman
Britt Wilkenfeld
Rick Miller
Heather J. Hough
Related News
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Some Students Are Less Likely to Have Absences Excused. Why That Matters for Schools
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How do 'Unexcused' Absences Disrupt Efforts to Improve Attendance?
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Recent Initiative Publications
Cover
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…
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Trends in Student Social-Emotional Learning
Evidence From the First Large-Scale Panel Student Survey
A growing number of school systems use self-report surveys to track students’ social-emotional development as a tool to inform policy and practice. In this article, the first large-scale panel survey of social-emotional learning (SEL) simulates how…