Community college use a variety of ways to identify students’ readiness for college-level math courses. Recent research evaluates tools for diagnostic testing and using different test score cut-offs.
Conditions of Education in California
States and school districts across the nation have recently revised and implemented new teacher evaluation systems. Under these new systems, the majority of a teacher’s evaluation rating depends on observations of classroom practice. Our research identifies the potential of more rigorous, observation-based teacher evaluations for improving teaching practice and, ultimately, student outcomes. But improving the capacity of observers to effectively evaluate teachers requires a substantive investment of time and resources.
Conditions of Education is taking a brief break from research this week to say thank you to all the amazing people who work so hard to improve education in California. To the teachers, administrators and staff whose daily work benefits us all, and to the practitioners, researchers, staffers, legislators, think-tankers, policy wonks and advocates who contribute to education policy in Sacramento and across the state: thank you. We wish a safe and happy Thanksgiving to you all!
There are significant differences in school climate experiences among various student subgroups within California middle schools, and a significant relationship between the racial climate gap and racial achievement gaps.
Using evidence-based programs to provide physical activity in the classroom appears to be a promising strategy for supporting a sufficient amount of physical activity during school.
Recent study compares spending patterns for charter schools and traditional schools in California.
Middle schools are a critical stage in students' educational careers. Recent investigation of Charlotte-Mecklenburg (NC) 8th graders' experiences with racially segregated schools and classrooms showed both types of segregation had a negative relationship to their standard test scores. Findings suggest middle school segregation launches youth onto inequitable trajectories for the remainder of their formal educations.
Current accountability systems require that states establish targets for students’ English proficiency development. However, these targets are not always empirically grounded. A recent study uses data from LAUSD to investigate how long it takes students who enter the district as ELs in kindergarten to attain each of six separate criteria necessary to be exit EL services.
Using nationally representative data, we find that racial/ethnic and gender test score gaps in science exist by third grade and generally narrow slightly or remain constant as students progress to eighth grade. Eighth grade science test score gaps are greatly reduced and not statistically significant when controlling for students’ socioeconomic status, fifth grade math and reading achievement, and science classroom.
California’s effort to have all students take Algebra by the eighth grade appears to have had no, or even negative, impact on math achievement.