Creating continuously improving education systems could be the antidote to one-off education reforms that come and go with little to show for the effort. What distinguishes continuous improvement from other reform strategies is its focus on the underlying architecture of the system that is producing undesirable outcomes (e.g., low graduation rates, high suspension rates, English learner performance gaps). Continuous improvement engages multiple stakeholders (e.g., teachers, administrators, operational staff, parents) in disciplined problem-solving to discover, implement, and spread evidenced-based changes that work locally to improve student success. Education organizations that have invested in continuous improvement approaches have been able to provide early examples of the advantages of this approach in education. The two reports summarized in this brief describe continuous improvement and what it looks like in practice, examine the current state of continuous improvement efforts in California, explain the challenges and barriers facing districts trying to get it going, and offer some policy ideas to smooth the way. [This brief summarizes two Getting Down to Facts II technical reports on continuous improvement for California: (1) Toward a Common Vision of Continuous Improvement for California (see ED591091); and (2) Using Data for Improvement: Learning from the CORE Data Collaborative (see ED594744).]