Publications

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.

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.

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.

This study explores the question of how Boston Public Schools can strengthen and support autonomy and accountability across its portfolio to promote innovation and expand access to equity and high performance.  

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. 

This paper examines the characteristics of quality performance assessments through the lens of three stories from Quality Performance Assessment Network Schools.

The second in a set of companion studies examining the enrollment and performance of English language learners (ELLs) in Boston Public Schools (BPS) over seven school years (SY2003-SY2009). This study focused on BPS schools with consistently high or steadily improving performance, and highlighted the practices to which educators attributed their success.