An Unfinished Canvas revealed that an overwhelming majority of California schools fail to meet these guidelines and that key barriers include inadequate and unstable funding, insufficient instructional time, and limited teacher capacity.
Education & learning publications
Evaluation of the California Subject Matter Project: California Foreign Language Project Case Study
This case study describes a partnership between the California Foreign Language Project (CFLP) at Stanford University and the Palo Alto Unified School District (PAUSD).
Evaluation of the California Subject Matter Project: California International Studies Project Case Study
The California International Studies Project (CISP) strives to provide standards-based professional development in history and international studies to prepare students to live, work, and be informed, active citizens.
Evaluation of the California Subject Matter Project: California Mathematics Project Case Study
This is a case study of a partnership between the mathematics department at California State University, Bakersfield (CSUB) and Green Hills High School (GHHS).
High School Reform in Chicago Public Schools: A Snapshot of High School Instruction (Part Five of a Series of Five Reports)
In this brief, we report on the results of observations conducted across all three initiatives in fall 2008 – a total of 78 classrooms in 17 high schools.
Evaluation of the California Subject Matter Project: California Reading and Literature Project Case Study
We share here the story of how this partnership evolved, some of the impacts it had on the teachers and administrators involved and the students they served, and a few of the challenges they continue to address now.
High School Reform in Chicago Public Schools: Autonomous Management and Performance Schools (Part Four of a Series of Five Reports)
The Autonomous Management and Performance Schools Program (AMPS) in the Chicago Public Schools is designed to grant high-performing and/or promising schools certain academic, programmatic, and operational freedoms. In theory, AMPS status is meant to confer a number of autonomies to schools that should enable them to better serve their students.
High School Reform in Chicago Public Schools: Instructional Development Systems (Part Two of a Series of Five Reports)
This report sets forth preliminary evaluative work concerning the implementation and early outcomes of the IDS initiative. We describe the successes and challenges associated with implementing the IDS initiative.
High School Reform in Chicago Public Schools: Renaissance 2010 (Part Three of a Series of Five Reports)
The Renaissance 2010 initiative was established to increase the number of high-quality education options across Chicago. This report presents findings about Renaissance 2010 high schools drawn from a larger study on high school reform in CPS.