Published in Getting Smart, this article uses East Baton Rouge Parish Schools’ effort to strengthen mathematics teaching and learning to show how sustained research-practice partnerships can support meaningful, lasting improvement.
The three-year partnership brought together East Baton Rouge Parish Schools, the Louisiana State University Social Research and Evaluation Center, and Discovery Education. Together, the partners combined district knowledge, research expertise, professional learning, technology, and multiple forms of evidence to guide the work over time.
The article highlights several conditions that supported the partnership, including shared goals, strong communication, leadership support, continuous feedback, flexible decision-making, and respect for each partner’s expertise. Data from student and teacher surveys, focus groups, technology use, assessments, and other sources helped shape professional learning and ongoing improvement.
Over the course of the project, the partnership reached 84 schools, 180 teachers, and more than 38,000 students. East Baton Rouge Parish Schools reported a 14% increase in students considered “Algebra 1 Ready,” while more than 85% of participating teachers reported improvements in their instruction.
The authors argue that effective partnerships require time, trust, shared purpose, and disciplined use of evidence—not quick fixes.
