Prof. Megan Welsh and Dr. Christina Murdoch have partnered with the San Benito High School District (SBHSD) to establish a three-year research practice partnership (RPP). The goal of the work is to embed inquiry directly into how the district equitably supports all students. The collaboration began with Superintendent Dr. Shawn Tennenbaum’s membership in the Center for Applied Policy in Education’s California Superintendents Collaborative Network. SBHSD Assistant Superintendent Elaine Klauer, Director – Specialized Student Services and Special Education Dr. Paulette Cobb, Principal Kevin Medeiros, and Assistant Principal Derek Barnes are engaged in shaping the RPP’s focus. Through this RPP, Welsh and Murdoch are working alongside educators to analyze participation data, identify gaps in access, and refine the support system to strengthen the district’s efforts to improve student outcomes and demonstrate how scholars can contribute practice-grounded research to improve student outcomes.

To support learners’ mastery, the one-school district with roughly 3,500 enrolled students established Haybaler Support Time (HST). This system, named after the “haybaler” mascot, includes 30-minute periods four times a week during which students attend supplementary study sessions or life skill workshops. “Haybaler Support Time provides students with targeted support,” writes Superintendent Dr. Shawn Tennenbaum. For many students, the period creates a second chance to master material they might not have grasped the first time it was taught. As teacher conversations unfolded, a pattern started to emerge that echoed administrative data. Murdoch said, “The system seems to work really well for some students, but the team wants to see more students engage and benefit from HST. This is a major goal and focus of the district’s collaborative efforts.” Welsh and Murdoch are now working with leadership to summarize and visualize participation data, looking for trends that might explain how students engage with the support system over time.

While HST and Welsh and Murdoch’s research are rooted in SBHSD, implications for the field extend beyond a single district. In many school systems, sustained data analysis is often weighed against operational demands and compliance reporting. This also brings educators’ experiences into conversation with academic research, connecting theoretical discourse to the realities of classrooms and school leadership. “What’s the point of research if it doesn’t actually impact practice?” Welsh asks. By embedding inquiry into implementation, the partnership offers a model for how universities can contribute iterative, practice-grounded knowledge while strengthening the student outcomes they study.

If you have any questions about the research practice partnership, please contact Christina Murdoch, CAP-Ed’s Executive Director and network founder, at tmurdoch@ucdavis.edu.