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Home Thought Leadership

Publications

  • View Publications by Category:
  • Culturally Responsive Practice (10),
  • English Learners (4),
  • Performance Assessment (11),
  • Personalized Learning (3),
  • Pilot Schools (12),
  • Research and Policy (21),
  • Turning Points Guides (11)

Publications

At CCE, publications—including articles, papers, guides, and research reports—are a key strategy to identifying gaps in opportunity, access, and outcomes for traditionally underserved student populations, and a valuable means of communicating new information and perspectives on how to improve public education. Below you will find a selection of our recent publications. 

Article

The Best of Both Worlds

November 1, 2016  |  Jack Schneider, Joe Feldman, and Dan French  |  Phi Delta Kappan

Category: Performance Assessment

Relying on teachers’ assessments for the information currently provided by standardized test scores would save instructional time, better capture the true abilities of diverse students, and reduce the problem of teaching to the test. A California high school is implementing standards-based reporting, ensuring that teacher-issued grades function as reliable and valid descriptors of student academic performance. At the state level, the New Hampshire Department of Education is anchoring accountability in teacher-assessed performance tasks rather than in standardized tests. The article offers guidelines and caveats to those interested in pursuing this work.

Read article

Article

Boston Latin can’t be the only upward path for city’s students — in fact, it isn’t

July 5, 2016  |  Dan French, Executive Director, Center for Collaborative Education  |  The Boston Globe

Category: Culturally Responsive Practice

In response to Joan Vennochi's column (“Students should know about Boston Latin’s up escalator”), Dan French's letter to the editor calls into question the author's suggestion that Boston Latin School is the only path to upward mobility in the Boston Public Schools, and that black and Latino students are underrepresented at BLS due to lack of knowledge about the school. Dan writes, "This disparity is not due to lack of communication; rather, systemic district policies ensure that BLS serves a predominantly white, Asian, and middle-class student population."

Read letter

Article

Commentary: ESSA Opens the Door for 21st Century Learning

December 15, 2015  |  Dan French, Executive Director, Center for Collaborative Education

Categories: Performance Assessment, Personalized Learning

On December 10, 2015, President Obama signed the new Every Student Succeeds Act (ESSA) — a long-overdue replacement of its predecessor, No Child Left Behind. ESSA marks a new chapter in public education and we see some promising signs.“ESSA opens the door to enable states to rethink what schools and learning of the 21st century should look like. If we believe that every school should nurture life-long learning in every student, in which classrooms are places of exploration, creativity, and discourse, where learning is meaningfully connected to the world outside the school walls, and in which teachers are respected and empowered to design engaging curricula and assessments, then state accountability systems should be recast and reimagined.”

Read commentary

Article

Colorblind Education Is the 'Wrong Response'

August 25, 2015  |  Dan French, Center for Collaborative Education & Warren Simmons, Annenberg Institute for School Reform at Brown University  |  Education Week

Category: Culturally Responsive Practice

"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."

Read article

Read letter to the editor

A response to a Boston Globe article, 8/24/15, "Boston struggles to diversify teaching ranks"
Article

Commentary: The Path to Success for All

May 18, 2015  |  Dan French and Warren Simmons

Category: Culturally Responsive Practice

Dan French and Warren Simmons write a commentary on urban education. 

To improve educational – and life – outcomes for Boston’s Black and Latino males, we must use a systemic, equity-focused approach.

Read commentary

Report

Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males

April 2015

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.

Read executive summary

Read full study

View slide presentation

Read press release

Report

Opportunity and Equity: Enrollment and Outcomes of Black and Latino Males in Boston Public Schools

November 2014

The first of two reports commissioned by Boston Public Schools (BPS) to examine the outcomes for Black and Latino males in BPS, and identify the extent and implications of achievement and opportunity gaps where they exist.

Read executive summary

Read full report

View slide presentation

Next > < Previous 1 2 3 4 5 6 7
  • View Publications by Category:
  • Culturally Responsive Practice (10),
  • English Learners (4),
  • Performance Assessment (11),
  • Personalized Learning (3),
  • Pilot Schools (12),
  • Research and Policy (21),
  • Turning Points Guides (11)

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Quality Performance Assessment: A Guide for Schools and Districts

Quality Performance Assessment: A Guide for Schools and Districts, published by CCE in 2012, looks at the process of making performance assessments that are rigorous, valid, and reliable and, at the same time, relevant and engaging for students. The guide leads readers through the process by using tools, protocols, and case studies that showcase various entry points and experiences of the school.

Purchase

Want to order copies of the Turning Points guides?

Please contact us at:
Boston Office:
Center for Collaborative Education
33 Harrison Avenue, 6th Floor
Boston, Massachusetts 02111
Phone: (617) 421-0134
Fax: (617) 421-9016
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