Stanford Launches Research Collaborative with Nine Local School Districts
The Stanford-Sequoia K-12 Research Collaborative connects GSE scholars with school leaders in southern San Mateo County to research the challenges of educating English Learners. Gardner Center researchers are collecting a decade's worth of data on every student in the nine districts, building a massive archive that charts key indicators such as attendance and GPA. The database will bridge historic gaps in knowledge about English Learners' progress from one level of schooling to the next.
How Suspensions Affect Students' Well-Being in School
In this Q&A, Jaymes Pyne , our newest research associate, shares insights from his recent paper, Suspended Attitudes: Exclusion and Emotional Disengagement from School .

Transforming Early Childhood Education for Dual Language Learners
Over the last two decades, a rising number of families with preschool age children speak a language other than English at home. Known as Dual Language Learners or DLLs, they are likely to enter kindergarten already academically behind. This gap persists throughout high school, resulting in vastly different academic and life outcomes between DLLs and their peers. The early years present a pivotal time to interrupt this achievement gap.
Examining Attendance Patterns in the Mission Promise Neighborhood
This brief explores our 2018 analysis of attendance among students at four Mission Promise Neighborhood schools. It responds to the following research question:

To what extent have rates of school attendance among students who attended Mission Promise Neighborhood schools differed over time from those of similar students at other San Francisco Unified School District schools?
Image Credit: Alain McLaughlin
Catch Us at the 2019 Linked Learning Conference
On Thursday, March 21 at 9:45 a.m. , join us for a practitioner-focused session on how to design student supports that provide equitable access to pathway learning goals. Session presenters will provide exemplars from two school districts: Los Angeles Unified and Oakland Unified. Learn how teams of practitioners engage in data-driven cycles of inquiry to adapt supports to the needs of their students and communities. The session will also serve as a public launch of a practitioner guidebook supported by the James Irvine Foundation.