Improving America’s Schools Together

Edited by Louis M. Gomez; Manuelito Biag; David G. Imig, Randy Hitz, and Steve Tozer – Foreword by Anthony S. Bryk

April 2023

Improving America’s Schools Together: How District-University Partnerships and Continuous Improvement Can Transform Education is the first definitive text on continuous improvement in school district-university partnerships, covering improvement methods, theory, research, and real cases across the United States with practical improvement tools that can be adapted to any setting.

High-Leverage Practices for Students with Disabilities

By Ceedar Center & Council for Exceptional Children

February 2024

High-Leverage Practices (HLPs) are a deceptively simple concept in the field of education. In this revised text, the High-Leverage Practices for Students with Disabilities (2nd Edition) are revised and updated to reflect the challenges of modern classrooms.

Improvement in Action: Advancing Quality in America’s Schools

By Anthony S. Bryk

July 2020

Improvement in Action, Anthony S. Bryk’s sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country.

How a City Learned to Improve Its Schools

By Anthony S. Bryk, Timothy Knowles, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer

April 2023

A comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved.

Partnering to Scale Instructional Improvement: A Framework for Organizing Research-Practice Partnerships

By Kelly McMahon, Erin Henrick, Felicia M. Sullivan

June 2022

This paper offers a four-part framework and a reflective tool for use by RPPs working to improve instruction at scale. The interactions among the components provide for learning that, in turn, can influence whether a partnership is up to achieving equitable instructional reform at scale.

A Framework for Scaling for Equity

By Lora Cohen-Vogel, Jeanne Century, and David Sherer

March 2022

The scaling-for-equity framework supports a journey in which members of a team work to improve educational practice by traveling over time from their origin to a destination. It consists of three components—scaling intentions, scaling strategies, and influential factors.

Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System

By Rick Mintrop, Elizabeth Zumpe, Kara Jackson, Drew Nucci, and Jon Norman

May 2022

This paper looks at the question: What must designers of interventions at the classroom, school, and district levels in communities disadvantaged by the U.S. educational system take into account to create a developmental path towards deeper learning in their organizations?

The Social Structure of Networked Improvement Communities: Cultivating the Emergence of a Scientific-Professional Learning Community

By Jennifer Russell, Anthony S. Bryk, Donald J. Peurach, David Sherer, Paul LeMahieu, Edit Khachatryan, Jennifer Z. Sherer, Maggie Hannan

May 2021

How do networked improvement communities (NICs) create a social structure to catalyze the type of community that can solve complex problems? Based upon prior theorizing, research literature, and observations of developing NICs, here we describe a framework for use as an analytic tool for understanding NIC emergence and maturation.

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