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Author ORCID Identifier

https://orcid.org/0000-0002-3241-5505

Publication Date

2026

Abstract

This paper describes the evolution of a research-practice partnership (RPP) designed to understand the impact of data-informed decision making initiatives on supporting ambitious mathematics instruction and how middle-school based mathematics specialists facilitate those initiatives. While school-university partnerships have a history of designing, implementing, and studying instructional improvement efforts, the impact of such efforts on practice is not clear (Cai et al., 2017b; Denner et al., 2019; Henrick et al., 2016). Over the first three years of our partnership, we have collected data from a variety of sources and shared them in ongoing data conversations with a range of district-level collaborators. Through these conversations, we refined data collection to be adaptive and responsive to our partners’ needs and understand their specific school- and district-level improvement goals. Our research approach is intended to empower our district partners to use data to identify strengths and areas of growth, select strategies for addressing growth opportunities, and monitor their progress. Key to our work has been an acknowledgement that RPPs committed to centering and honoring the perspectives of K–12 educators require time, trust, and shared learning.

Volume

20

Issue

1

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