Results & Impact

We are privileged to work with educators across the country to support long-lasting impact on teaching and learning. We are proud to share the achievements of just a few of the schools we’ve worked with over the past 25 years. Their commitment and hard work has had a positive impact on millions of students.

Priority Charter Schools

Priority Charter Schools, TX

“CORE helped build self confidence and morale, especially among generalist teachers, which improved instructional delivery and effectiveness.”

Washington Elementary School, CO

“We have seen very good results with our students’ scores so I’m confident we’re headed in the right direction.”

Sacramento City Unified School District

Woodbine Elementary School, CA

“Our formative data shows that our kids are really making gains in reading, whether it be in foundational skills like decoding, or reading fluency, or in comprehension.”

Parajo Valley Unified School District

Pajaro Valley Unified School District, CA

“We want to ensure everyone has the best job-embedded professional development possible.”

Third-Party Studies Find That CORE Professional Development Leads to Improved Reading Scores

For several years, CORE has provided professional development and technical assistance to elementary teachers and administrators in Pajaro Valley Unified School District (CA) implementing, in addition to their broader English Language Arts instruction, the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program. Three studies conducted by SEG Measurement find that students in those classrooms where teachers received CORE professional development achieved greater growth in their reading skills. The third-grade study was peer reviewed and studies of the other two grades utilized the same methodology.These studies were designed to meet the requirements of the Every Student Succeeds Act (ESSA) guidance for Moderate Evidence.

Achievement Growth You Can See

Woodbine Elementary School, CA Significantly Increases the Number of Students At or Above Grade Level Standards in Reading

After just two years of CORE providing coaching on the effective implementation of SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words), Woodbine Elementary School (CA) significantly reduced the distance from standard for all students (-94 to -55), while at the same time closing the achievement gap for historically disadvantaged groups including, English learners (LEP), students with disabilities (SWD) and low-income students (LI).

Quileute Tribal School, WA Triples Percent of Students Proficient in Math

Teachers and students in the Quileute Tribal School in Washington State have tripled the percent of students proficient in math in the four years since they began working with CORE to implement evidence-based classroom practices. At the start of the 2013-14 school year most students in all grades (K-12) were “Below Basic” in both math and reading. Just 13% of students were “Proficient” or above in math. By the 2016-17 school year 39% of K-12 students scored “Proficient” or above. Read more about Quileute Tribal School’s work with CORE to improve both math and reading instruction.

Circle of Life Academy, MN Dramatically Increases the Number of Students Proficient or Above in Reading

Since the 2015-16 school year, CORE has provided reading personalized professional learning services for both elementary and secondary classrooms at Circle of Life Academy in northern Minnesota. In that time, the number of students in grades K-6 scoring “Proficient” or above in reading has grown from just 9% during the 2015-16 school year to 38% during the 2016-17 school year. Students in grades 7-12 have also made gains, moving from 24% of students scoring “Proficient” or above to 32%.

crow-creek-tribal-school-math

Crow Creek Tribal School, SD Makes Steady Gains in Math Achievement Across Grade Levels

CORE has partnered with Crow Creek Tribal School in South Dakota since the 2015-16 school year. During that first year working together, CORE helped the school write their SIG grant. When the school was awarded the grant, CORE professional learning consultants began working on site with teachers during the 2016-17 school year to build their instructional skills in both math and reading. Workshops and teacher coaching and mentoring are ongoing and have had a significant impact on math achievement. Typically, in the first years of work with CORE, the earlier the grade level the greater the gains in student achievement. However, Crow Creek Tribal School has also seen excellent gains in upper grades.

crow-creek-tribal-school-reading

Reading Scores Improve for All Grade Levels at Crow Creek Tribal School, SD

Crow Creek Tribal School in South Dakota knew that their teachers needed to better understand the science of reading and needed support to implement evidence-based curriculum and instructional practices in their classrooms. Part of the tribal school’s 2015-16 SIG grant application, written with support from CORE, included a proposal to partner with CORE to provide professional learning services for their teachers. CORE began working with Crow Creek teachers during the 2016-17 school year, providing on-site workshops and teacher coaching and mentoring in both reading and math. This work has resulted in significant gains in reading achievement across grade levels. Even though it’s typical to see bigger gains in the early grades sooner than in upper grades, Crow Creek Tribal School has seen solid gains school-wide.

Hanover Area School District, PA Shows Significant Student Growth in Math

CORE has provided math personalized professional learning services for schools in the Hanover Area School District since the 2013-14 school year. During that time, students in grades 3-8 throughout the district scoring “Proficient” or above on the Pennsylvania System of School Assessment (PSSA) for math have increased from 15% to 25%.

What Educators Are Saying About CORE

“CORE worked with our middle school teachers and coaches to develop and settle on curriculum materials. They’ve built continuity and consistency that we didn’t have before.”

— Dr. Beverly Payne, Assistant Superintendent | Cherokee Central School, NC

“Teachers gained a new sense of pride. CORE helped build self-confidence and morale, especially among our generalist teachers, which improved instructional delivery and effectiveness.”

— Dr. Derrick Love | Assistant Superintendent, Priority Charter Schools, TX

“As a system, we’re focusing more and more on making sure students are reading by third grade. With this goal in mind, there’s a variety of strategies we use, and CORE is one of them. Our relationship with CORE is an essential part of our initiative.”

— Nadia Hillman, former Executive Director of Elementary Education | Santa Ana Unified School District, CA

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