California Education Partners

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California Education Partners

We help districts develop systems of continuous improvement and offer opportunities for educators to work together.

08/27/2026

Learn how districts can build stronger systems to sustain and scale meaningful improvements in teaching and learning. https://buff.ly/3qXehwv

08/21/2026

Meet Program Manager Christine Roberts

Christine serves as a Program Manager supporting Azusa Unified School District, Culver City Unified School District, Corcoran Unified School District, Partnership for Los Angeles Schools, and Westminster School District in the Pre-K to 3rd Grade Coherence Collaboration (P3CC). In this role, she works with districts to support their continuous improvement efforts and develop coherent systems that support California’s youngest learners.

Q: What is something you do a lot in your job?
A: I spend a lot of my time connecting multiple levels of systems (from the classroom to the school to the district to state policy) to provide high-quality math learning experiences for all young people. Attending each of these levels and the relationships between them is how I support changes that are effective in their particular contexts. The payoff in this work is when I see district systems implementing changes to classroom practices, focusing more on mathematics at the classroom and district level, and building structures that prioritize and support the work.

Q: What is one thing you’ve learned from working with school districts as an Ed Partners’ Program Manager?
A: I’ve had the opportunity to see the evolution of Ed Partners’ approach going back more than a decade as a district participant in Math in Common to my current position as an Ed Partners Program Manager. One thing I’ve learned is that when we engage teachers, site and district administrators in learning together about high-quality math instruction and the system changes needed to support this work, they are able to thoughtfully lead, scale, and sustain their P3 efforts at their schools and district.

Q: What are you in the learning zone around right now?
A: The anecdotal evidence of the impact of our work is abundant. For me personally, and for the organization as a whole, an area of learning is how to collect various types of data (formative, summative, and implementation) to provide a full picture of the impact of our work.

Q: What is something you read recently that you would recommend?
A: I recently read the Center on Early Learning Success’ (CELS) State of the Field Research Brief on Early Math Instruction, which outlines a coherent, research-backed vision for mathematics instruction from preschool to Grade 3 (PK-3). The report emphasizes the need to focus on children’s robust mathematical ideas and explores the skilled pedagogical work of teachers to elicit, value, and build on children’s ideas toward interconnected understandings of mathematics. This research brief aligns well with our work and will be a wonderful resource to support our ongoing work with our district partners.

08/17/2026

Come join us! Sign up for online discussions where you can contribute to a large-scale, collectively authored report examining the history of and the potential future roadmap for California’s Education Research Infrastructure. Attend one or both of these online sessions. Sign up for each session by clicking on these links:
Wednesday, August 26, 2:30-4pm: https://buff.ly/5SGFaeE
Tuesday, Sept. 22, 4-5:30pm: https://buff.ly/gx855oo

Questions explored include:
Historically, what are the characteristics of California’s education research infrastructure?
How has the research infrastructure benefited and constrained California’s education sector and its impact?
What are the desired future characteristics of California's education research infrastructure?

For more information, review this one-page overview: https://buff.ly/e4xzbSF

08/14/2026

The implementation of transitional kindergarten for all children provides public school systems with an additional year to prepare students. Let's make the most of it!

08/11/2026

Report: Toward a Stronger Next Generation of California Education

This 39-page report is the synthesis of all 55 technical reports and 22 research briefs. It identifies the primary challenges and concomitant priorities.

Big Take-Away

Over the past two decades, California has improved standards, early childhood programs, and data systems. Overall achievement has improved, but disparities persist, especially in math and among English learners and underserved groups.

California’s TK-12 system suffers from weak alignment, fragmented governance, and unclear accountability. Research-based practices are often implemented without sufficient support or clarity. Insufficient support systems and district capacity hinder scaling effective practices. Existing accountability tools provide limited actionable insights, and districts often focus on compliance rather than strategic improvement. Early childhood data is especially fragmented and often unavailable.

How Our Work Connects

Have clear expectations and common effective practices

GDTF III found research-based practices are often implemented without sufficient support or clarity. At California Education Partners, two of the four fundamentals for system coherence and outcomes are clear expectations and common effective practices. Districts focus on a few effective practices over the course of our three-year collaborations and scale and spread these practices. At first, improvement teams work with a small subset of focal schools, and then, by year three, districts move these effective practices to all schools.

Address fragmented early childhood data

For Preschool through 3rd Coherence Collaborations (P3CC), applying the Ed Partners fundamentals of clear expectations and monitoring progress in early math is particularly challenging at the outset when assessments may be optional for teachers until grade three and vary by grade level; e.g., a first-grade teacher may use a different assessment of student math competency than a second-grade teacher, thereby making it difficult to monitor student progress. Our objective for partner districts is to administer an aligned norm- or criterion-referenced mathematics assessment for grades 1, 2, and 3 that is the same across all three grade levels.

Read the Report: https://buff.ly/qXJyIvK

08/07/2026

Learn how districts can build systems that sustain instructional improvement: https://buff.ly/ad1nRFU

08/04/2026

"With Ed Partners, we're putting collaborative structures in place that improve instruction and develop systems. I'm hearing superintendents, teachers, and principals say they feel renewed, excited, and inspired." - Ed Manansala, Superintendent, El Dorado County Office of Education

07/22/2026

Are you interested in shaping California’s education research infrastructure?

Then, come join this project!

Sign up for online discussions where you can contribute to a large-scale, collectively authored report examining the history of and the potential future road map for California’s Education Research Infrastructure. Attend one or all of these online sessions. Sign up for each session by clicking on these links:
Wednesday, July 22, 10-11:30am: https://buff.ly/GUmpK2i
Wednesday, August 26, 2:30-4pm: https://buff.ly/jpxCUYG
Tuesday, Sept. 22, 4-5:30pm: https://buff.ly/8GY3CXK

Questions explored include:
Historically, what are the characteristics of California’s education research infrastructure?
How has the research infrastructure benefited and constrained California’s education sector and its impact?
What are the desired future characteristics of California's education research infrastructure?

For more information, review this one page overview: https://buff.ly/YFuE2eL

07/21/2026

📢 New Webinar!

How can we strengthen early math instruction while building young children's mathematical thinking?

Join us on Thursday, July 23 | 3:00–4:30 p.m. ET for Session 4 of the CELS Learning Across the PK–3 Continuum Webinar Series featuring our new Early Math Instruction: A State of the Field Research Brief

Participants will explore:

What research says about early math learning across PK–3
Instructional practices that strengthen children's mathematical thinking
Promising practices from states, districts, and schools

Join researchers, education leaders, and practitioners from across the country to explore research, promising practices, and recommendations for strengthening early math instruction to advance mathematical learning across the PK–3 continuum.

Register! https://buff.ly/INlLfy8

07/20/2026

Math teacher Mathew Brady asks: What are some of our common practices or disparate practices that are affecting students the most and which problems can we solve for?

Address

1 Lombard Street
San Francisco, CA
94111

Telephone

+14153218017

Website

http://www.caedpartners.org/

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