Pebble Creek Labs is committed to preparing students and serving teachers in settings of all shapes and sizes.  We have a long history of partnering with schools of majority minority and low-income students, and together we create a culture of achievement, success and possibility.  Demography does not define destiny.

Results have been impressive and broad based, leading to positive changes in student achievement, graduation rates, attendance, discipline, attitudes and school culture.

Also significant is the effects on teacher quality and satisfaction, results directly attributable to increased student achievement and interest, the acquisition of a powerful instructional repertoire, more collaboration and teamwork.

Pebble Creek has a long track record of assisting and improving schools and districts.  


Some specific stories and voices from schools engaged with Pebble Creek:

Cedar Hill School District, Dallas, TX, embarks in nine-school elementary district instructional improvement effort.  In first year, 40 high implementation classrooms have test score gains.  Two schools move from “cadre” implementation to whole school instructional study (2015 – now).

“The training and experience that I have learned through PCL have dramatically enhanced my effectiveness as a teacher.  It has not only made it more interesting and dynamic for my students, it has done the same for me.”

Luther Burbank High School, Sacramento, CA, traditionally one of northern California’s most challenged public high schools, engages in Pebble Creek Literacy, Geography and Leadership Development, exits Program Improvement status and passes AYP after four years on list (2006-2014).

“Students are engaged in their own learning.  It's not just by chance that there are many fewer class management issues.  Student engagement is the best class management tool there is.”

Lee High School, Houston, TX, serving a majority English Learning population, has five years of continual TAKS gain scores, using Pebble Creek Literacy in Grade Nine and Ten, in ELL classes, regular English classes, and AP English Classes. (2006-2010)

“Pebble Creek has all the pieces…  strategies that work, great training, scholarly reading, structure and fodder for study team.  It builds community, it provides a place for teachers to get support and to ask questions. Teachers not in the training cadre want to learn about the strategies and ask for the Pebble Creek training.  Pebble Creek teachers have become ambassadors for the instructional strategies and initiate their use in other courses.”

Travis High School, Austin, TX, after two years with Pebble Creek Literacy (Grade Nine) and Repertoire Development work with Social Science and Science departments, makes double digit gains in TAKS test scores in English, Social Studies and Science. (2009-2012)

“Pebble Creek classrooms create a safe learning environment where kids take risks, where there are no absolute rights or wrongs, where “just because” is not an argument, where there are classroom libraries that house books that kids are grabbing off the shelves and reading with pleasure.”

Two Milwaukee High Schools, Pulaski and James Madison, after one year with Pebble Creek Literacy, increases student performance on state test for first time in several years (2010).

"We are aware that principals of effective schools are instructional leaders. Effective leaders focus on learning and push for higher levels of instructional practice.  Kelly Young and PCL are continuously shaping my instructional leadership skills. PCL has provided a framework for building a school that increases instructional practice at our school through staff development, coaching, and study teams."

Emeryville Secondary School, Oakland, CA, two years into Pebble Creek Literacy work, has more students passing state High School Exit exam (administered in 10th Grade) than in the history of the test. (Pebble Creek Literacy – Grade 9-10, Pebble Creek Geography)

“A good thing is happening when I can walk into our Pebble Creek classes and students spontaneously share with me the good books they are reading. We are creating a culture of readers and learners.”

Wyandotte High School, Kansas City, KS, moved from 64% Grade Nine students scoring “unsatisfactory” to 26% over a five-year period.  (2004-2008) – Pebble Creek Literacy – Grade 9)

“It is this thematic approach that sets the Pebble Creek materials apart from other programs.  They are guided in an authentic interaction with high quality, respectful text that is not watered down.  The materials are also not packaged in a cumbersome anthology that, to a disengaged student, is an immediate obstacle to learning.  In addition, the spiraling construction of the materials allows repeated opportunities for the student to be successful.”

McClatchy High School, Sacramento, CA awarded California Distinguished School Status in spring of 2009.  Identified Pebble Creek as its “signature practice” and principle factor in closing its achievement gap. (Pebble Creek Literacy – Grade 9-10, Pebble Creek Geography)

"With the units, I could focus more energy on effective instruction and creating a truly learner-centered classroom and less energy around supplementing or re-creating teacher-made materials. It is this thematic approach that sets the Pebble Creek materials apart from other programs.  They are guided in an authentic interaction with high quality, respectful text that is not watered down.”