Representative Projects

  • Leaders of an east coast state department of education aiming to integrate the state’s heavily segregated schools asked CPRL to design and coordinate the most comprehensive state-led effort in the nation to develop and implement district-level integration plans. CPRL constructed and helped lead the training of and coached teams of school district staff to (i) devise culturally responsive system-wide school integration plans, (ii) engage a broad set of public stakeholders in conceiving and testing the plans, and (iii) develop structures for rapidly improving the plans based on ongoing implementation results.
  • (Multiple projects) A prominent civil rights organization, a national non-profit supporting the creation of high-quality public schools, and a philanthropic foundation separately engaged CPRL to design novel legal theories for interpreting federal and state constitutions to require state and local schools systems to track, innovate solutions to, and gradually diminish racial, ethnic, and other disparities in educational outcomes and discrepancies between state educational standards and students’ actual results. CPRL teams conducted legal research, drafted strategy memoranda and legal documents, and analyzed statistical and other data to assist the clients in deciding whether and against which states and school districts to pursue or support litigation.
  • An international foundation retained CPRL to ensure that all instructional materials available to teachers are high quality and aligned to national learning standards. CPRL developed a process and tools for assessing and reporting on whether available instructional resources are aligned to national standards, and for evaluating and certifying the pedagogical quality of different instructional resources.
  • A national non-profit organization engaged CPRL to develop and publish a model of recommended practices for states, districts, and schools to use to mitigate the negative impact of multiple school transitions on highly mobile children. CPRL began by comprehensively studying the impact of school transitions on military-connected children. The team then worked closely with representatives from school districts and state departments of education to refine and test CPRL’s mobility-mitigation model and explore its application to military children and other mobile populations including immigrant, homeless, foster-family, and justice-involved children.
  • CPRL helped the instructional support division of a western state’s education department assemble a cross-functional working group that designed a strategy for placing high quality instructional materials in the hands of every educator and learner in the state. CPRL also created and supported project management systems and structures to (i) help the instructional support division integrate its instructional strategy with the actions and aims of other department divisions, (ii) align the strategy to the needs of educators and other key stakeholders across the state, and (iii) assure the strategy’s sustainability.