With the passage of the Every Student Succeeds Act (ESSA) of 2015, California state policymakers are tasked with determining the subgroup threshold for school-level reporting. To inform this decision, this policy brief explores the implications of utilizing various subgroup sizes using data from the CORE Districts. The authors find that the 20+ subgroup size presents clear advantages in terms of the number of students represented, particularly in making historically underserved student populations visible.
With the passage of the Every Student Succeeds Act (ESSA) of 2015, California must integrate additional measures of student and school performance into the state-wide accountability system. To support the conversation as policymakers consider if/how to include chronic absenteeism data in the state’s accountability system, PACE has conducted an analysis of the CORE Districts’ student chronic absenteeism data.
. October 2015.
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.
. January 2015.
California’s new accountability system originated in the radical decentralization of power and authority from Sacramento to local schools and their communities brought about by the Legislature’s adoption of the Local Control Funding Formula (LCFF) in 2013. Under California’s previous accountability policies and the federal “No Child Left Behind” law, the state set performance targets for schools and districts based almost entirely on students’ standardized test scores.
. July 2014.
In California as elsewhere, state policy anticipates that aspiring teachers will follow a uniform, multistep path into the profession. It assumes they will complete a preparation program and earn a preliminary credential, take a teaching job and be assigned probationary status, complete a two-year induction program (the Beginning Teacher Support and Assessment System, or BTSA), earn a Clear Credential, and receive tenure following two years of satisfactory evaluations.
. December 2013.
Teacher evaluation has emerged as a potentially powerful policy lever in state and federal debates about how to improve public education. The role of student test scores and “value-added” measures in teacher evaluation has generated intense public controversy, but other approaches to evaluation including especially classroom observations of teaching are certain to remain as essential features of any evaluation system.
In this policy brief Jennifer Goldstein lays out four key design principles that should guide the observation-based assessment of teaching:
. August 2013.
In this policy brief Heather Hough and Susanna Loeb examine the effect of the Quality Teacher and Education Act of 2008 (QTEA) on teacher recruitment, retention, and overall teacher quality in the San Francisco Unified School District (SFUSD). They provide evidence that a salary increase can improve a school district’s attractiveness within their local teacher labor market and increase both the size and quality of the teacher applicant pool. They also provide evidence that targeted salary increases can increase the quality of new-hires.
. May 2013.
Internet-related technology has the capacity to change the learning production system in three important ways. First, it creates the capacity to move from the existing batch processing system of teaching and learning to a much more individualized learning system capable of matching instructional style and pace to a student’s needs.
Second, technology can help make the learning system smart. Adaptive software responds to student activity, providing options, assistance, and challenges. It can also provide feedback to teachers, allowing them to intervene and adjust.
. April 2013.
The full policy implications of the Common Core State Standards (CCSS) for Mathematics and English Language Arts K-12 are just beginning to unfold across the 45 states (and DC) that are working to implement them. The CCSS will impact almost all key state education policies in fundamental ways. As we learned from the 1990-2005 era of systemic state standards-based reform, when academic standards change, so do policies related to student assessment and school accountability.
. March 2013.
College and career readiness is the stated goal of the common core standards that have now been adopted by almost all the states. The Obama administration’s proposed budget for 2013 included a new name for Title I of the Elementary and Secondary Schools Act: “college and career ready schools.” There is widespread agreement on the goal of preparing every high school graduate both for postsecondary education and for a lifetime of fulfilling work.