Governor Jerry Brown wants to dramatically restructure the way California allocates funding to schools by providing extra funds to districts with large numbers of needy students. But critics say the formula benefits mostly urban areas to the detriment of more affluent suburban districts. We'll discuss the plan and check in with some Bay Area school districts to get their response.
In proposing to give school districts money with fewer strings attached, Gov. Jerry Brown is confident that local school boards and superintendents are best able to make the right decisions so that all students can graduate ready for college and work. A report released today by Policy Analysis for California Education (PACE) questions that assumption. PACE is a joint research group based at UC Berkeley, Stanford and the University of Southern California.
Los Angeles Times
Gov. Jerry Brown's budget proposal aims to transform the way the state distributes money to schools.
Driving along Pacific Coast Highway, you can see the successive layers of earth and rock that have piled up over millions of years to create California's coastal landscape. You can see a similar but less attractive phenomenon if you look at the way California funds its public K-12 schools.
Over the last several decades, Sacramento has piled up layer upon layer of funding requirements in education, adding new regulations to the pile while leaving old ones in place.
By Ileana Najarro of The Stanford Daily
California Governor Jerry Brown announced a proposal last week for a balanced 2013-14 state budget, directing more funding into education.
Along with the budget, the governor proposed a set of policy changes—based on a report co-written by former Stanford education professor Michael Kirst, currently the president of the California State Board of Education—that would grant additional funding to schools with a high concentration of low-income and English learner students.
Authors: Dr. Sarah Ryan (EDC) and Dr. Robert Ream (UCR)
Improving bachelor’s degree attainment among Hispanic individuals should be at the top of the policy agenda in California, where nearly 40 percent of the population identifies as Hispanic or Latino.
By Daisy Gonzales
Social Emotional Learning (SEL) has become a pillar of innovative learning. In California, we have started a thoughtful conversation on how managing emotions, setting positive goals, showing empathy for others, and maintaining positive relationships connects to overall educational success.
With the Every Student Succeeds Act (ESSA) replacing No Child Left Behind (NCLB) legislation, states have gained substantial new freedom to reshape their school accountability systems, including criteria for how to measure and communicate school performance to the public. One dominant model is the streamlined letter-grade system first adopted by Florida, which focuses on student achievement on annual statewide tests. By contrast, California is developing a dashboard-style system, which encompasses multiple measures, such as student attendance and school climate.
California provides early learning to children below the age of kindergarten eligibility through a variety of providers, some licensed and some not, including state Pre-K programs, private Pre-K providers, and Head Start. The mixed delivery system creates barriers for communication and obstacles for quality in early childhood education.
This is one of the most exciting, daunting and critically important moments in California's education policy history. We are all in uncharted territory.
Recent research finds that student teaching placements are a much stronger predictor of where an individual teaches than their hometown.