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Embedding Research in Practice to Advance Educational Outcomes through an Equity Lens: The Story of One Research-Practice Partnership in Northern California

Mon, May 1, 12:25 to 1:55pm, Grand Hyatt San Antonio, Floor: Fourth Floor, Crockett C

Abstract

Objective

This paper describes a research-practice partnership designed to build the capacity of a regional collaborative to engage in inquiry and use data to advance students’ college readiness and completion. We reflect on the unique characteristics of the partnership, including its challenges, opportunities, strengths, and shortcomings. We also describe research approaches, tools, and engagement strategies that aid the collaborative as a whole and help partners make progress toward their goals.

Framework

The benefits of having a college education are numerous. College-educated workers promote and maintain a nation’s competitiveness in the global market, as well as support regional economic development. Relative to their lower-educated counterparts, college-educated workers enjoy greater job security and earning power (Carnevale, Smith, & Strohl, 2010). Policymakers and practitioners alike recognize that aligning K-12 education, postsecondary systems, and the workforce, is critical to ensure that students build the relevant knowledge and skills needed for today’s economy (Callan et al., 2006).

To bolster college readiness and completion among youth in their region, a collaborative in Humboldt County, California was formed. This collaborative is comprised of the county’s Office of Education, multiple school districts, the local community college, the regional state university, and a community initiative (the convening agency). As the lead research and technical assistance partner, the Gardner Center assists the collaborative as well as its individual partners build their capacity around research and the use of data.

The Present Study

This RPP was founded on the notion that a regional agenda to promote college completion can be achieved by examining local data (e.g., graduation rates), using established research, and engaging in a collaborative and regular practice of inquiry. As a key player in the collaborative, the Gardner Center brings research focus and expertise, content knowledge, and a range of tools that helps the collaborative achieve its aims including a list of indicators predictive of college readiness and completion (Gardner Center, 2014a); a tri-level framework (Dukakis, London, McLaughlin, &Williamson, 2009) to guide both inquiry and action; a cycle of inquiry protocol (Gardner Center, 2014b); and facilitation methods that support and record partners’ learning and engagement (e.g., graphic facilitation; see Exhibit 6). Additionally, we support partners in shoring up their internal capacity to carry the work forward.

We find that this research-practice partnership continually evolves in response to different challenges and opportunities. Some challenges include: (1) helping the convening agency evaluate its capacities, and providing appropriate coaching as they take on increased responsibility; and, (2) finding a common path that both promotes the goals of the collaborative and addresses the interests of the individual partners. Notably, we developed strategies to promote inquiry in the collaborative and its partners simultaneously, and to communicate learnings to advance shared goals and regional inquiry.

Significance
This case study exemplifies a complex, regional RPP to improve students’ postsecondary outcomes. We draw attention to important strategies that build the capacity of partners to engage in applied research, which promotes continuous learning and improvement, professional accountability, cross-system dialogue, and the development of inquiry-based systems of supports.

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