In this case study, learn how SREB
partnered with 12 schools in Jefferson County, Alabama, to form
networked improvement communities focused on promoting
meaningful, sustainable change. Their goal was simple yet bold:
Harness improvement science and continuous improvement strategies
to accelerate eighth- and ninth-grade math achievement for Black,
Latinx and low-income students.
Three years and one pandemic later, SREB and Jefferson County
educators reflected on the successes, challenges and lessons
learned from their efforts.
School leaders who have used the
Making Schools Work design to improve student achievement credit
the use of teacher-led focus teams that involve teachers and
school and district leaders in working together to ensure that
key school and classroom practices form the foundation for school
This guide offers an overview of SREB’s approach to using focus
teams to drive and sustain successful school improvement efforts,
along with helpful tools for structuring and facilitating focus
As schools, districts and states
plan to use a massive infusion of recovery funds, SREB’s
research-based, classroom-tested problem-solving process can help
you ensure your efforts to improve student engagement and
achievement have a lasting impact.
In this brochure, learn how you can harness the power of our
problem-solving process to sustain lasting capacity for change
and meet bold goals for student achievement.
This research report presents the
results of a study designed by SREB’s Research and Accountability
team to identify and unpack sources of inequity in K-12 public
education. The study examined results from student surveys
administered in 2018 to over 7,800 students in 15 states across
the United States. Grounded in SREB’s research-based Key Practices for
quality education, student surveys probe whether schools may be
setting a low bar for achievement or allowing biased thinking
about students’ academic ability to affect their school climate.
Students need learning experiences connected with the world of
work to equip them to enter the workforce and secure
good jobs. This report provides an overview of funding for career
and technical education and a detailed look at CTE
funding models in Arkansas, Indiana, Ohio, Oklahoma, South
Carolina and West Virginia. Produced by SREB for the Kentucky
Career and Technical Education Task Force, it also offers
considerations for actions to improve CTE.
In this article that appeared in the March 2019 edition of ACTE’s
Techniques magazine, SREB’s Dale Winkler and Scott
Warren address how SREB’s school improvement frameworks provide a
structure that empowers schools to make the changes needed to
expand or improve access to high-quality programs and ensure that
all students — regardless of their gender, race, socioeconomic
background, ability level or location — discover a purpose for
learning and life.
This article is reproduced with the kind permission of ACTE.
The teachers featured in this publication describe their
experiences using literacy-based assignments to immerse
students in grade-level assignments. Read how the
practices increased student learning and achievement across
This report presents results of teacher and student surveys on
how powerful Mathematics Design Collaborative practices are
shifting how teachers teach. It also summarizes student
achievement data from schools using the strategies in four
states. In vignettes and testimonials, teachers who completed
SREB professional development on MDC share how they have grown as
teachers and how their students’ understanding of math
concepts has improved.
Too many students graduate high school without the foundational
literacy and math skills needed to succeed in postsecondary
education and careers. This can change if students are exposed to
literacy and math practices that expose them to the types
of grade-level assignments that will advance their
achievement and prepare them for college and careers.
SREB offers professional development to teachers
in powerful literacy and math practices that produce
positive results. Read about survey results of more than 37,000
This publication explores how state accountability systems
currently address college readiness and academic and technical
career readiness and offers recommendations and examples of
policies and practices that incentivize and reward districts and
schools for preparing more students to earn credentials and
degrees in high-demand career fields.
This case study details how a Missouri tech center took
steps aimed at making its center a national leader in
CTE by taking on a daunting and improbable task: implementing
project-based learning schoolwide in less than a year.
More and more jobs require some education past high school, yet
we are not preparing enough students for college, careers or
both. Career pathways from middle and high school through college
and into the workplace can accelerate access to the middle
Hunterdon County Polytech Career Academy is a shared-time career
academy in New Jersey. The center made drastic changes to
transform a traditional vocational school into a vibrant
21st-century CTE center.
Piedmont High School is a high-achieving school with a 2015
graduation rate of 99 percent. This case study details how the
school used the High Schools That Work design to put in place the
building blocks to foster a culture of continuous
improvement to ensure every student has the opportunity to
The publication takes an in-depth look at the kinds of principals
required to turn around the lowest-performing 5 percent to 10
percent of public high schools in America. Schools stuck at the
bottom of the performance chart need first–rate principals with
the motivation, vision, skill and commitment to make dramatic
improvements in schools and student achievement. The report
describes how we can identify, prepare and support these
This report details the merits and challenges involved in
awarding academic credit to career/technical courses that embrace
rigorous college-and career-readiness academic standards
equivalent to those found in traditional academic courses.
Over the past 10 years, SREB has helped states and public
universities across the region evaluate their state policies for
preparing school principals who are leaders of instruction. This
benchmark report reviews the past decade and looks at 10
learning-centered leadership indicators to gauge how far states
have come and how far they need to go in selecting, preparing and
supporting leaders of change.
This case study details how Summit Technology Academy offers
rigorous programs of study that blend classroom instruction with
real-world, hands-on experiences to get students college- and