COUNCIL OF THE GREAT CITY SCHOOLS

The Council of the Great City Schools provides specialized educational support services focused on enhancing data-driven decision-making in urban school systems. Their core capabilities center on designing and executing targeted outreach initiatives that facilitate access to national assessment data, particularly through the National Assessment of Educational Progress (NAEP). They specialize in organizing and facilitating workshops that enable district leaders and educators to interpret complex student performance metrics, translate findings into actionable policy, and align local improvement strategies with federal accountability frameworks. Their technical expertise includes NAEP data dissemination, stakeholder engagement in large-scale assessment contexts, and the development of equitable access protocols for under-resourced urban districts. A key differentiator is their deep institutional understanding of the operational realities of large urban school systems and their ability to bridge federal data resources with local implementation needs. The organization maintains a focused relationship with the U.S. Department of Education, delivering services that support national education data initiatives, particularly those tied to the Trial Urban District Assessment (TUDA) program. Their work involves translating federal assessment outcomes into practical tools and training for district-level stakeholders, reinforcing alignment between federal reporting requirements and local instructional improvement goals. Their primary industry focus is Educational Support Services (NAICS 611710), where they operate at the intersection of federal education policy and urban school system capacity building. They specialize in assessment literacy, data equity, and policy translation—serving as a conduit between national datasets and the frontline needs of urban educators. As a Washington, D.C.-based entity structured as an 8H organization, the Council operates as a non-profit consortium representing urban school districts. While they hold no formal government certifications, their institutional authority derives from direct representation of major city school systems, positioning them as a trusted intermediary in federal-urban education partnerships.