Creating and supporting equitable learning environments
Building educators’ capacity to promote collaborative, democratic teaching and learning
Catalyzing systemic change in states, districts and schools
The Center for Collaborative Education (CCE) is a nonprofit organization established in 1994 to promote innovative models of schools and to engage in related activities that increase justice and opportunity for all learners.
From MCAS To PARCC And, Maybe, Beyond: A Testing Timeline
November 16, 2015
Dan French, executive director of the Center for Collaborative Education, provides input to WBUR's Peter Balonon-Rosen piece looking at the 20 year history of Massachusetts' standardized test, the Massachusetts Comprehensive Assessment System (MCAS). This interview comes shortly before the state board of education plans to announce whether to eliminate the current MCAS in favor of a yet-undeveloped MCAS test, based largely on the Common Core-aligned Partnership for Assessment of Readiness for College and Careers (PARCC) test.
“You should never make significant decisions about a student based on one single on-demand paper and pencil test. That’s what we do in Massachusetts,” says French. “I might argue that’s one reason why we continue to have some of the widest equity gaps in the nation amongst all states by race, by income and by language.”
August 25, 2015
| Dan French, Center for Collaborative Education & Warren Simmons, Annenberg Institute for School Reform at Brown University | Education Week
"All of us must work harder to create schools that embrace students and families of all backgrounds, rather than places where some are asked to leave their cultures, languages, and experiences outside the schoolhouse door."
A response to a Boston Globe article, 8/24/15, "Boston struggles to diversify teaching ranks"
Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males
The second of a pair of studies commissioned by Boston Public Schools (BPS), examines four Boston public schools in which Black and Latino male students are doing comparably better than their peers. It features case studies that identify promising educational models, policies, and practices associated with increased engagement and improved outcomes for Black and Latino males in BPS.