Previous Improvement Work

Building a Teaching Effectiveness Network

The Building a Teaching Effectiveness Network brought together leaders in education practice, policy, and research to improve the development and retention of effective teachers in our nation’s schools. Working with school districts, BTEN focused on the needs of new teachers in urban schools as they learned to teach students well, collaborate with colleagues, engage families, and successfully navigate the policies and routines of their districts and schools. Through rapid, small-scale testing, principals and beginning teachers addressed feelings of burnout and increase confidence by developing a feedback protocol. In addition, BTEN worked to improve district systems and processes that support new teacher development.

Related link: BTEN web page

California County Offices of Education

At the request of California’s County Offices of Education (CoEs), Carnegie designed and delivered professional development institutes on the application of improvement science in education. The CoEs used improvement science to help the districts in their counties implement the ESSA improvement requirements. 53 of 58 county offices participated in the institutes.

Carnegie Math Pathways

Carnegie Math Pathways (CMP) is a network with the aim to accelerate students’ progress through their developmental mathematics sequence and a college-level course for credit. CMP devised two new pathways, Statway and Quantway, to reduce the time required to earn college credit while improving the content and pedagogy of developmental mathematics. These Pathways present engaging, relevant, and useful mathematics concepts that students can use in their daily lives. Statway and Quantway are taught using common curricula, assessments, online platforms, and innovative instructional approaches. The CMP network is now housed at WestEd.

Related link: Carnegie Math Pathways website

CORE Districts (CORE)

Carnegie entered into a technical assistance partnership to provide training and coaching to the CORE districts in California. The CORE districts formed a NIC focused on the gaps in achievement, particularly for males, between minority and majority students. CORE served as hub to this effort and defined and carried out its activities with the Foundation’s coaching and advice.

New York Hall of Science

Supported by a planning grant from the National Science Foundation, this effort explored the establishment of a networked improvement community comprised of museums, science centers, and other “out of school” learning environments. It sought to employ maker methods to promote students’ interest in and engagement with mathematics and science.

Student Agency Improvement Community

Student Agency Improvement Community (SAIC) was a network of six networked improvement communities (NICs), each with its own aim and community. Each member NIC explored the implementation of a set of practices focused on promoting growth mindsets, a sense of belonging (in school and as a learner), an appreciation for and valuing of the content to be learned, and the use of effective learning strategies. The purpose of these practices and routines was to promote the psychosocial factors that influence student motivation, therefore engagement, therefore success in school.

Related link: SAIC web page