Overview of page
Our philosophy and programs are based upon findings from educational research. Here is a collection of peer-reviewed studies and other articles that are relevant to improving and expanding educational outcomes for all students.
Articles related to heterogeneous grouping, equity, and detracking
College Bound in Middle School & High School: How Math Course Sequences Matter, by Neal Finkelstein, Anthony Fong, Juliet Tiffany-Morales, Patrick Shields, and Min Huang; The Center for the Future of Teaching & Learning at WestEd
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by Jo Boaler, Stanford University, co-founder: www.youcubed.org, and David Foster, Executive Director, Silicon Valley Mathematics Initiative This paper reviews the reasons for lower achievement in tracked classes, and the value both of formative assessment and rich mathematics tasks. |
Detracking Math & Science: A Look at Groupwork in Action Maika Watanabe explores groupwork in heterogeneous classrooms. |
Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms Jo Boaler writes about how de-tracking Mathematics classrooms changes students' lives. |
Dr. Claude Steele’s Presentation at SFUSD’s Vision 2025 Guiding Coalition Meeting on issues of identity, race, gender, and stereotype threat.
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Closing the Achievement Gap by Detracking Carol Burris and Kevin Welner describe how a diverse suburban district in New York narrowed the gap by offering its high-track curriculum to all students. |
California study finds harm for some in repeating algebra, questions whether it benefits anyone |
Using Rich Problems for Differentiated Instruction Eric Hsu, Judy Kysh, and Diane Resek discuss how working in well-facilitated small groups on rich problems that are accessible puts students in the position of differentiating the content, processes, and product of their own work. |
Pushing Algebra Down: Is Sooner Better? Cathy Seely writes about how to ensure that every student is supported well to succeed in a rich, relevant, rigorous mathematics experience every year they are in elementary and secondary school. |
Articles related to effective teaching practices
- Nix the Tricks:
- A guide to avoiding shortcuts that cut out math concept development.
- Bigger Gains for Students Who Don't Get Help Solving Problems:
- Manu Kapur identifies three conditions that promote a beneficial struggle. First, choose problems to work on that “challenge but do not frustrate.” Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems.
- High School Students Receiving Instruction Focused on “Deeper Learning” Do Better in Math and English and Have Higher Graduation Rates than Their Peers
This page was last updated on February 17, 2023