SRI study finds that the University of California, Irvine Writing Project’s Pathway to Academic Success project leads to improved students’ academic writing through professional development for secondary English language arts and advanced English language development teachers.
School and district reform publications
This report summarizes the findings from SRI’s retrospective evaluation of the Hewlett Foundation’s Deeper Learning + Diffusion of Innovation and Scaled Impact Initiative, an ambitious effort to learn how fundamental shifts in teaching and learning could be scaled within public school systems efficiently, expediently, and equitably.
Like the state as a whole, the vast majority of Bay Area schools are failing to meet state goals for arts education by not providing a sequential, standards-based course of study in all four of the required arts disciplines.
Scaling Deeper Learning for Equity Lessons Learned from the Deeper Learning + Diffusion and Scaled Impact Initiative
This research brief summarizes six lessons from the Hewlett Foundation’s Deeper Learning + Diffusion of Innovation and Scaled Impact Initiative.
This study examines arts education access for students served by California’s district community day schools, county community schools, and juvenile court schools; which we collectively refer to as court and community schools (CCS).
Our goal was to assess schools’ arts programs relative to state goals, examine the systems of support for these programs, and identify ways in which state and local policymakers might improve conditions for young people to experience arts education in schools.
We found that, while much remained the same in 2020 as in 2006, some aspects of arts education in California’s K–12 schools had improved.
Encouraging Impacts of an Open Education Resource Degree Initiative on College Students’ Progress to Degree
Open Education Resources (OER) are an alternative to commercial textbooks that have the potential to increase college affordability, access, and instructional quality.
This study describes the COE role in arts education, examines how COE activities have shifted in response to California’s Local Control Funding Formula, and examines how these changes may affect access, participation, quality, and equity in arts education in K-12 schools.