CPAC Performance Assessment Profiles
- District Profile: Los Angeles Unified School District
- District Profile: Oakland Unified School District
- District Profile: Pasadena Unified School District
- School Profile: Envision Schools
- School Profile: Hillsdale High School
- School Profile: Oakland International High School
- School Profile: Oceana High School
- School Profile: San Francisco International High School
Related Resources
- CPAC Overview
- CPAC Participant Roster 2018-19
- CPAC Guiding Principles for Equitable Performance Assessment Systems
- CPAC Best Practices for Designing Accessible Performance Assessments
- Oakland’s Graduate Capstone Project: It’s About Equity by Young Whan Choi (blog)
- Keeping Students at the Center With Culturally Relevant Performance Assessments by Maya Kaul (blog)
- Using Performance Assessments to Support Student Learning (report and brief)
- Using Performance Assessments to Support Student Learning in Los Angeles Unified School District (case study)
- Using Performance Assessments to Support Student Learning in Oakland Unified School District (case study)
- Using Performance Assessments to Support Student Learning in Pasadena Unified School District (case study)
Newsletter
View past issues of CPAC's newsletter.
- CPAC Newsletter (August 2020)
- CPAC Newsletter (April 2020)
- CPAC Newsletter (December 2019)
- CPAC Newsletter (May 2019)
- CPAC Newsletter (February 2019)
- CPAC Newsletter (November 2018)
- CPAC Newsletter (May 2018)
- CPAC Newsletter (February 2018)
- CPAC Newsletter (November 2017)
- CPAC Newsletter (February 2017)
Core operating support for the Learning Policy Institute is provided by the Sandler Foundation and the William and Flora Hewlett Foundation.
The California Performance Assessment Collaborative (CPAC) represents educators, policymakers, and researchers who are working to study and advance the use of authentic approaches to assessment, such as presentations, projects, and portfolios, which require students to demonstrate applied knowledge of content and use of 21st century skills.
The collaborative serves as a professional learning community dedicated to the advancement of meaningful assessments for California students. Throughout the school year, CPAC members deepen and refine their performance assessment practices through in-person meetings, site visits, and information sharing. Participants have developed common principles that inform and guide their various approaches to performance assessment.
The Learning Policy Institute (LPI) supports CPAC by orchestrating learning opportunities for participants, and engaging in research and documentation of performance assessment practices. The lessons captured and documented will inform educators seeking to implement performance assessments in their schools, districts, and networks. Research findings will also provide local, state, and federal policymakers with important information and context as they develop next-generation assessment and accountability policies.
CPAC is composed of district administrators from Fresno, Long Beach, Los Angeles, Oakland, Pasadena, Sacramento City, and San Francisco school districts, representing dozens of high schools and thousands of students engaged in performance assessments. Members of several major school networks also participate in CPAC, including Big Picture Learning, Envision Schools, High Tech High, Internationals Network for Public Schools, and New Tech Network. The CPAC network also includes educators from over 60 individual schools from across the state.
The Power of Performance Assessments: Oakland Unified’s Graduate Capstone Project
In the Oakland Unified School District (OUSD), a yearlong Graduate Capstone Project provides an opportunity for students to research, analyze, and become experts in a topic of their own choosing. A new video and video clips, produced by the Learning Policy Institute and OUSD, show how this complex project, which is used as a districtwide performance assessment, is building students’ ownership of their own learning and helping them develop and use critical thinking and communication skills.
What skills and knowledge are students acquiring through their work on a Graduate Capstone Project? | How has the Graduate Capstone Project shifted teaching and learning? |
What changes have schools and the district made to support the implementation of the Graduate Capstone Project? | What should school or district administrators know about implementing a Graduate Capstone Project? |