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Advancing Inclusive Education in California Schools: Lessons from the Supporting Innovative Practices Project

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Bibliographic Details
Title: Advancing Inclusive Education in California Schools: Lessons from the Supporting Innovative Practices Project
Language: English
Authors: Tye Ripma, Andrew Wall, Stanford University, Policy Analysis for California Education (PACE)
Source: Policy Analysis for California Education, PACE. 2026.
Availability: Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Peer Reviewed: N
Page Count: 19
Publication Date: 2026
Document Type: Reports - Research
Descriptors: Access to Education, Inclusion, Students with Disabilities, Intervention, Program Effectiveness, Regular and Special Education Relationship, Faculty Development, Teacher Competencies, Leadership Responsibility, Data Use, Decision Making, Systems Approach, School Districts, Compliance (Legal), Attitude Change, Student Placement, Accountability, Coaching (Performance)
Geographic Terms: California
Abstract: This brief presents evaluation evidence from California's Supporting Innovative Practices (SIP) project, a statewide initiative designed to expand access to inclusive general education settings for students with disabilities. The evidence shows that districts participating in SIP--especially those with initial low inclusion rates--made substantially faster progress increasing the time children with disabilities spent in general education settings compared to state and national trends. Applied professional learning produced statistically significant gains in educator knowledge and early adoption of inclusive practices. Four key conditions support inclusive improvement: structural redesign, leadership mindset and culture, data-driven decision-making, and cross-role collaboration. The findings suggest that sustained, practice-embedded support and a systemwide, proactive approach are essential for meaningful gains in inclusive education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680411
Database: ERIC
Description
Abstract:This brief presents evaluation evidence from California's Supporting Innovative Practices (SIP) project, a statewide initiative designed to expand access to inclusive general education settings for students with disabilities. The evidence shows that districts participating in SIP--especially those with initial low inclusion rates--made substantially faster progress increasing the time children with disabilities spent in general education settings compared to state and national trends. Applied professional learning produced statistically significant gains in educator knowledge and early adoption of inclusive practices. Four key conditions support inclusive improvement: structural redesign, leadership mindset and culture, data-driven decision-making, and cross-role collaboration. The findings suggest that sustained, practice-embedded support and a systemwide, proactive approach are essential for meaningful gains in inclusive education.