Publications

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.

Chapter 1 demonstrates how performance assessment at the school, district, and state levels can be a driver of professional development and student achievement. Chapters 2 through 5 provide a road map to the QPA Framework. Chapter 5 concludes with an examination of the power of networks of educators using performance assessments collaboratively.

The first of two companion studies examining the enrollment and performance of English language learners (ELLs) in Boston Public Schools (BPS) over seven school years (SY2003-SY2009). This first report revealed that ELL students often lack access to quality learning opportunities, and that teachers need support to address ELL student needs.

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.

The Springfield Public Schools, MA, requested that CCE conduct an evaluation of their English language learner student enrollment, services, staffing, and programming. CCE collected and analyzed data from multiple sources, including interviews with teachers and administrators, focus groups of parents of ELL students, program documents, and student achievement data.

CCE found that faculty members were under-prepared to effectively instruct ELL students, the identification and placement of ELL students needed strengthening, and ELL programming and services were lacking. CCE provided the district with a comprehensive set of recommendations to improve ELL services as well as a district-wide implementation plan, Springfield Public Schools: English Language Learner Recommended Actions and Implementation Plans.