This report chronicles how practitioners and a researcher piloted and designed a community-based self-assessment system for second- to twelfth- grade students over a five-year span. This report illustrates how self-assessment instruments and classroom routines, together, provided students with opportunities to take ownership of their assessment data, and evaluate their disciplinary-content knowledge and passions as multilingual community members. This report also explores how the design cycle and pilot helped teachers become more cognizant of the connection between local language ideologies, social justice, and multilingual language development and literacy. This report is an interactive roadmap. Each section includes hyperlinks and thumbnails to tables, figures, and real-life examples of the self-assessment instruments in practice in order to document instrument development.
This data report is a companion to a research paper entitled, Framing, Supporting, and Tracking College-For-All Reform: A Local Case of Public Scholarship, published this month by the High School Journal. The paper describes the collective problem-solving process that unfolded over a decade, from 2007 to 2017, as researchers and practitioners worked together to expand access to college for traditionally underrepresented students. This data report provides methodological information about how the school tracks and measures college-going and describes college-going data for four cohorts of UCLA Community School graduates. Year-to-year results show a steady growth in the percentage of graduates enrolling in four-year institutions as well as higher rates of college persistence than state and national averages.