Stanford-SFUSD Partnership
Stanford University and San Francisco Unified School District partnership unites research and practice to shape educational practices and policies that maximize educational experiences for all students. The Partnership matches researchers from Stanford University’s Graduate School of Education with SFUSD district leaders to address challenges and support improvements. Together, they create research projects that directly inform the school district’s work to transform teaching and learning for each and every child in the 21st century.
Laura Wentworth
Director of Research Practice Partnerships
California Education Partners
laura@caedpartners.org
@StanfordSFUSD on Twitter
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What are the conditions under which research-practice partnerships succeed? by Caitlin C. Farrell, Laura Wentworth, and Michelle Nayfack in Phi Delta Kappan. March 22, 2021.
A university and district partnership closes the research-to-classroom gap, by Laura Wentworth, Richard Carranza, and Deborah Stipek in Phi Delta Kappan. May 1, 2016.
The Stanford-SFUSD Partnership: Development of Data-Sharing Structures and Processes, by Moonhawk Kim, Jim Shen, Laura Wentworth, Norma Ming, Michelle Reininger, and Eric Bettinger, in Handbook on Using Administrative Data for Research and Evidence-based Policy. 2020.
Featured Resources
Summary of: Core Rubric Feedback Survey Results by Dr. Rebecca Deutscher and Dr. Janet Carlson
Fran KipnisThis brief summarizes the report, CORE Rubric Feedback Survey Results, by Dr. Rebecca Deutscher and Dr. Janet Carlson which highlights findings from a study focused on the San Francisco Unified School District (SFUSD) use of the CORE Rubric. The research was conducted by a collaboration of Stanford University researchers and SFUSD educators. The CORE Rubric […]
Fifteen Years of Research about San Francisco’s Student Assignment Policy
Fran KipnisSince 2009, there have been a number of research projects involving Stanford University and other research organizations working with the San Francisco Unified School District to examine San Francisco’s student assignment policy. This brief outlines the three themes stemming from the research findings: 1) A number of factors influence whether schools effectively serve a diverse […]
School Reorganization in SFUSD: Survey II Results
Francis A. PearmanThis presentation highlights findings from a survey of SFSUD parents, school staff, students and community members. The purpose of the survey was to 1) introduce the metrics the District will use as they make their school closure/consolidation/merger decisions for SY 2025/2026 and 2) gather information about the relative importance that the community places on the […]
Summary of: Designing School Choice for Diversity in the San Francisco Unified School District
Irene Yuan Lo, Itai Ashlagi, Michael Peter Hong, Stanford University with assistance from Fran Kipnis, California Education PartnersThis brief summarizes the paper, Designing School Choice for Diversity in the San Francisco Unified School District1 which describes a collaboration between Stanford University researchers and the San Francisco Unified School District (SFUSD) to re-design the district’s elementary student assignment system. The existing district-wide choice system replicates patterns of residential segregation at district schools and […]
Practices, Structures, and Systems for Supporting Multilingual Learners in SFUSD
This summary of research evidence finds five instructional practices, structures or policies related to multilingual students (otherwise known as “English Learners”) that are associated with positively impacting teaching and learning. This summarizes research from 2010-2018 conducted between Stanford University and San Francisco Unified School District.
Evaluation of utilization and potential effects of the SFUSD Multi-Tiered System of Supports (MTSS)
Radhika Kapoor and Ben DomingueThe San Francisco Unified School District Multi-Tiered System of Supports (MTSS) is a differential resource allocation system to address equity issues in school funding. MTSS supports schools’ needs for staff across the five essentials: school leadership, professional capacity, instructional guidance, student-centered learning climate, and family-community ties by funding additional personnel resources (i.e., Full Time Equivalents – […]
Instructional Strategies for Emergent Bilinguals in Exemplary Classrooms
Erika Moore-JohnsonThis brief describes a study of the instruction of middle school teachers who worked with Emergent Bilinguals (EBs) and were nominated as “exemplary.” One important finding indicates that interactive supports appeared to be more crucial than pre-planned supportive structures in helping EBs carry out cognitively challenging tasks. Additionally, teachers who expressed the most confidence in […]
Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
Elizabeth Huffaker, Sarah Novicoff, and Thomas S. DeeA controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This descriptive study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD students who spanned the reform’s implementation. We observe large changes in ninth and tenth grades (e.g., delaying […]
Summary of: Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
Research brief prepared by Fran Kipnis, California Education Partners, with assistance from Elizabeth Huffaker, Sarah Novicoff, and Thomas S. Dee.This research brief summarizes the report, Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform by Elizabeth Huffaker, Sarah Novicoff, and Thomas S. Dee. The report highlights findings from an investigation of new math course pathways created by the San Francisco Unified School District (SFUSD) to address equity concerns about access to advanced math coursework.
Summary of: Research Reports Related to Black Teachers in the San Francisco Bay Area
Jessica Stovall and Tara SullivanThis brief summarizes two reports: 1) “Grant Us the Sun: What Black Teachers Need for Healing from Antiblackness in Schools”, by Jessica Stovall and Tara Sullivan and 2) “We will not be afraid to share who we are: Black teachers’ experiences with anti-blackness during a global pandemic”, by Jessica Stovall. The reports discuss findings from […]