In this policy brief Ilana Umansky and her co-authors review research findings from three university school district research partnerships and present recommendations for changes in policy and practice to expand opportunities for EL students. They draw three main conclusions. First, California must improve the ways in which students who need language supports are classified and reclassified, in order to improve alignment across districts in the state, and alignment between classification and services. Second, state and local officials must become more systematic in how data on ELs are collected and used, by tracking students’ progress over longer time periods and by including all students who were ever ELs in accountability metrics.
New Policy Brief
We are looking for a Data Analyst to work with Policy Analysis for California Education (PACE). PACE is an independent research center that unites an interdisciplinary array of nationally prominent scholars on education policy, specifically focused on comprehensive policy reform and continuous improvement in performance at all levels of California’s education system. The Data Analyst will engage with Stanford faculty, students, and staff as well as external clients and partners (e.g., district personnel, research partners at other universities). PACE is committed to examining policies that promote growth in student achievement and reduce student achievement gaps, with a focus on accountability systems, highly effective teachers and school leadership.