Early Indicators of Systemic Improvement: A Case Study of Two High-Poverty School Districts

Abstract

This report examines two districts--Azusa Unified and Dinuba Unified--that have begun to shift district structures, policies, and culture to have a measurable effect on student outcomes. Both districts have committed to reducing the D/F rate for students (eighth graders in Dinuba and ninth graders in Azusa) as part of a learning community led by California Education Partners (Ed Partners). The districts have collaborated with Ed Partners for multiple years to refine their continuous improvement approach and build capacity for sustained improvement. The goal of this report is to examine the leading indicators for how improvement efforts can support organizational coherence, improve instruction, and positively affect student outcomes. Both districts have used improvement structures and processes to empower practitioners, building their capacity to lead improvement efforts across each system. This report describes how districts can build their internal capacity for improvement with support from an external partner and highlights key lessons that other districts can apply to improve student outcomes and their systems overall.