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Speaking Up: Findings from 2019 Focus Groups and Interviews with Californians with Low Incomes

June 22, 2021

In 2019 CHCF commissioned NORC at the University of Chicago to embark on an extensive research project to better understand the health care needs, wants, and values of California adults (18–64) with low incomes. In April and May of 2019 NORC began by holding multiple focus groups and in-depth interviews with Californians with low incomes who represented various racial/ethnic and language groups as well as regions. All participants were screened for having at least one health care encounter in the previous six months.

Healthy Corner Store Project Evaluation

April 15, 2021

Beginning in 2013, HOPE Collaborative (HOPE) designed, launched, and implemented the Healthy Corner Store Project (HCSP). The HCSP focuses on the flatland neighborhoods of East Oakland with the broad goals of connecting small stores with financing opportunities, technical assistance, and communitysupport to increase the amount of fresh or prepared healthy foods offered. With the help of community recommendations and referrals in 2014, HOPE initially identified six stores in which to implement the project. Due to multiple factors including external economic pressures faced by stores, as of 2021, two of the original stores, One Stop and Three Amigos, remain active with the HCSP. This document briefly summarizes HCSP's initial and current program models and findings from previous evaluation activities,sales data and customer surveys, conducted at the two participating stores

Oakland is Reimagining Public Safety Version 2.0

March 1, 2021

On Friday, February 12th, 2021, Oakland's Reimagining Public Safety Task Forceissued their first round of draft recommendations that will forge a new path towardholistic and community driven public safety practices and policies in Oakland. Following a discussion and revision process, the Task Force's Advisory Boardsreleased their second — and final — round of recommendations on March 1, 2021. This report breaks down all the recommendations we support, the ones we don't, and why. We also look atpotential revenue streams to pay for these shifts in practice and new community safety programs, analyze OPD calls for service data in a brand new APTP report, and highlight work already happening at the grassroots level that needs more investment. 

What Education Leaders Can Learn About NGSS Implementation: Highlights From the Early Implementers Initiative

November 1, 2020

From 2014 through 2020, eight diverse school districts and two charter management organizations ran a substantial experiment with ways of implementing the Next Generation Science Standards (NGSS) in elementary and middle grades, called the California K - 8 NGSS Early Implementers Initiative. The Initiative certainly illustrated that a big financial investment can produce powerful change. However, even districts facing resource challenges may benefit from the lessons that were learned and the strategies that were developed by the Initiative.An external evaluation team has previously released a series of reports on what can be learned from the efforts of the Initiative districts. All reports are intended to be helpful to administrators at the school and district levels, education policymakers, and people charged with designing and/or delivering science professional learning. After briefly describing how the NGSS call for big shifts in science teaching and learning, this highlights report shares high-level, major learnings from the evaluation, distilled into only a couple dozen pages of main narrative. The report describes NGSS instruction as a powerful lever for equitable learning, explains how the Initiative made this kind of instruction happen, and describes the importance of the Initiative's ambitious professional learning for administrators.

Building Leadership Capacity to Improve Math Teaching and Learning: Lessons from the Math in Common Initiative

September 1, 2020

The COVID-19 pandemic has required educators to make a seismic shift to distance learning, first on an emergency basis early in the crisis, and now with some amount of pre-planning in fall 2020. Many educators are concerned that distance learning exacerbates students' inability to access and engage in high-quality math learning. Educators are particularly concerned about learning for the groups of students that, prior to the pandemic, were already performing less well than average on the state math achievement test: Black students, English learner students, and students with disabilities.Before COVID-19, there was already a growing awareness that school site leaders' instructional leadership could be critical for raising student achievement. The pandemic further highlighted the potential for targeted leadership development to improve math teaching and learning in California schools at a moment when achievement gaps could be widening.Findings from WestEd's evaluation of a seven-year initiative called Math in Common may offer some useful insights at this time. Math in Common was organized to support 10 California districts in effectively implementing the Common Core State Standards for Mathematics (CCSS-M) across grades K-8. A key part of the effort to improve math teaching and learning in these districts involved providing leadership development opportunities for many types of district and school leaders — from teacher leaders and instructional coaches to principals and district administrators — to help them understand and support the math content and instruction that teachers are expected to use.In this brief, we offer three recommendations for how educators in California and beyond should conceptualize new leadership development opportunities to support math improvement - during the COVID-19 crisis and beyond. We offer these recommendations to a broad audience of educators, administrators, and policymakers concerned with building leaders' capacity for school improvement, including representatives from county offices of education, district central offices, the California Subject Matter Projects, the newly formed California Leadership academies, and leadership associations such as the Association for California School Administrators. To ground our recommendations, we begin with some brief background on the CCSS-M and the Math in Common initiative.

NGSS in the Classroom: What Early Implementer Science Instruction Looks Like

September 1, 2020

This 13th report in WestEd's evaluation of the K-8 Early Implementers Initiative for the Next Generation Science Standards (NGSS) provides an extensive response to the following question: What does NGSS teaching look like in the classroom? The report also briefly describes specific ways that teachers have advanced in their NGSS teaching over the years of the Initiative and how the Initiative prepared them for such teaching.The report draws most strongly from more than 50 classroom observations of, and interviews with, 24 teachers across six districts. It is also informed by multiple interviews with each district Project Director as well as results of an annual survey with high response rates from more than 500 K-8 science teachers.

Six Years of Scaling Up: Districtwide Implementations of the Next Generation Science Standards

August 1, 2020

Many educational initiatives are funded for only a couple of years. The California NGSS Early Implementers Initiative spanned an extraordinary six years, during which eight school districts worked toward districtwide implementation of the Next Generation Science Standards (NGSS), which call for teachers to transform their instructional practice. This 12th report in our evaluation series for policymakers, school and district administrators, and professional learning specialists describes the Initiative's scale-up in its later years to reach all K-8 science teachers. Specifically, the report addresses the following questions:In contrast to focusing in Years 1-4 on developing Teacher Leaders, what strategies did districts use in Years 5-6 to reach all other K-8 teachers of science (called "expansion teachers" in this report)?What impacts has the Initiative had on expansion teachers?Which professional learning strategies have been most and least effective for influencing the practice of expansion teachers?What special attention was paid to providing administrators with professional learning to prompt their support of NGSS implementation?

Black Funding Denied: Community Foundation Support for Black Communities

August 1, 2020

In light of the national uprising sparked by the murders of George Floyd and Breonna Taylor (and building on other recent tragic movement moments going back to the 2014 murder of Michael Brown in Ferguson, Missouri), NCRP is analyzing grantmaking by community foundations across the country to find out exactly how much they are – or are not – investing in Black communities.We started by looking at the latest available grantmaking data (2016-2018) of 25 community foundations (CFs) – from Los Angeles to New Orleans to New York City to St. Paul. These foundations represent a cross section of some of the country's largest community foundations as well as foundations in communities where NCRP has Black-led nonprofit allies.

NGSS Early Implementers: Bringing Science to Life as a Core Subject

July 1, 2020

With its long-standing commitment to STEM education, the S. D. Bechtel, Jr. Foundation viewed California's 2013 adoption of Next Generation Science Standards (NGSS) as an excellent opportunity to support educators and their students as they transition to these rigorous and engaging standards. This opportunity aligned with the Foundation's overarching emphasis on supporting adult leaders as the most effective way to achieve our goal of providing students with high-quality STEM education.The Foundation launched the six-year NGSS Early Implementers Initiative in 2014. It supports eight diverse California school districts committed to implementing NGSS in their K-8 schools. All districts are incorporating the state's preferred integrated course model for science instruction in middle school. The K-12 Alliance at WestEd, a highly respected provider of professional learning and technical assistance services to school districts, leads the Initiative. Two charter management organizations also participate through funding provided by other sources.The broad goal of the Initiative is to successfully support initial implementation of the science standards in a set of districts to inform state-level decisions and set the stage for statewide implementation. The experiences of the Early Implementers, as well as the tools developed through the Initiative process, are expected to make it easier for other California districts as they implement NGSS. A separate arm of WestEd documents the Early Implementers' approaches, successes, and lessons learned in a series of evaluation reports. The Foundation has invested approximately $25 million in service of this goal.

It’s About TIME: A Rigorous New Process for Selecting Instructional Materials for Science

June 1, 2020

California counties and school districts are implementing a critically needed change in how they evaluate science instructional materials before investing in local adoption. Past adoptions were often too superficial in nature, focusing on candidate materials' overall look and feel, use of graphical elements, and availability of ancillary materials while insufficiently attending to the substance of the materials for high-quality teaching and learning. In contrast, the California NGSS Toolkit for Instructional Materials Evaluation (hereafter referred to as TIME) process enables participants to use evidence-based measures to choose materials aligned to the Next Generation Science Standards (NGSS) that meet their district's needs.This 11th report in the NGSS Early Implementers Initiative evaluation series is intended for school and district administrators, leaders of science professional learning, and state policymakers. It provides an overview of the full TIME process, including participants' perceptions, a detailed description of the statewide TIME trainings of 2018-19, and a vignette that illustrates a portion of the TIME process.

Math in Common: Reflections after Five Years

April 13, 2020

Math in Common is a seven-year initiative launched in spring 2013 that supports a formal network of ten diverse California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) in grades K-8. The ten unified school districts are: Dinuba, Elk Grove, Garden Grove, Long Beach, Oakland, Oceanside, Sacramento City, San Francisco, Sanger, and Santa Ana. Eight districts, all but Garden Grove and Long Beach, will continue to work together in a community of practice through June 2020. The initiative is funded by the S. D. Bechtel, Jr. Foundation. WestEd serves as the formative evaluator and California Education Partners facilitates the community of practice.Foundation staff has partnered with all ten districts in the initiative's first five years through regular phone calls, site visits, formal grant reports, participation in three community of practice meetings each year, and involvement in optional multi-district events. Based on this experience, staff has compiled reflections on this ambitious investment in California's students and educators. We are sharing these reflections here in the belief that learning from Math in Common provides current "real-world" evidence of best practices applicable to standards implementation, as well as insights into barriers districts may encounter.

Building Capacity for Improving California Mathematics Teaching and Learning: How the Math in Common Districts Leveraged Three Types of Expertise

January 1, 2020

Imagine a school district administrator in the fictional California district of "Rosewood," who is concerned about her 5th grade students' proficiency in math. Fifth grade math achievement scores have been static in the district and teachers say that many 5th graders are struggling with multiplication, even though it was supposed to be introduced in 3rd grade through the California Common Core State Standards: Mathematics (CCSS-M). Rosewood's district math team has tried to address principals' and teachers' concerns with multiplication, but those efforts don't seem to be moving the needle for students. The Rosewood administrator is ready to dedicate more resources toward improving 5th grade student math learning, and wants to be efficient in seeking technical assistance (TA) to help solve this district challenge. How might this administrator go about identifying and obtaining relevant and appropriate technical assistance?Under California's funding structures, districts have autonomy to purchase technical assistance in prioritized need areas.1 That freedom can be both a blessing and curse, as there are thousands of consultants, nonprofits, and resources available in the multimillion-dollar technical assistance marketplace -- almost all of which promise to help districts solve their problems, but very few of which have been vetted by any authority.The 10 districts in the Math in Common (MiC) community of practice regularly faced the kind of scenario unfolding in Rosewood. That is, they often needed to seek out TA to help them address issues related to implementing the CCSS-M -- ranging from improving the alignment of their textbooks' lessons, to supporting better standards-aligned instruction for English learners, to reconfiguring teacher professional learning communities (PLCs) to help teachers effectively implement the standards. But unlike most California school districts, MiC participants received significant support on making TA decisions through MiC's community of practice. Their experience highlights a major issue in standards implementation across the state: Districts need to be thoughtful, and well supported, in identifying and accessing TA that will help them bring standards to life in their local contexts and ultimately improve student achievement.As MiC's evaluator, WestEd examined districts' experiences with standards implementation in a comprehensive series of formative and summative evaluation reports spanning 2013-2019. This brief summarizes our learning from these reports on the successes and challenges that districts encountered.