Reports

LCFF: How Can Local Control Keep the Promise of Educational Equity in CA?

. Policy Analysis for California Education and The Opportunity Institute. October 2016.

Funding, resources, and effective teachers have been inequitably distributed across American schools for decades — contributing to vast opportunity and achievement gaps between high-need students and their more privileged peers.

Prek-3 Alignment in California's Education System: Obstacles and Opportunities

Rachel Valentino, Deborah J. Stipek. Policy Analysis for California Education. May 2016.

Over the past several years, there has been much attention and advocacy around “PreK-3 Alignment,” both in California and nationwide. The push for alignment comes in the face of a growing body of research documenting the benefits of attending high quality preschool, along with concerns about the fading of the benefits of preschool by third grade that has been found in many studies. Supporters of preK-3 alignment note that child development is a continuous process, and that skills developed in one grade must be built upon and reinforced in later grades.

Two Years of California's Local Control Funding Formula: Time to Reaffirm the Grand Vision

Julia E. Koppich, Daniel C. Humphrey, Julie A. Marsh. Policy Analysis for California Education. December 2015.

California ended 40 years of reliance on categorical funding for schools when Governor Jerry Brown signed the Local Control Funding Formula (LCFF) into law on July 1, 2013. LCFF intends to enhance services for high-needs students through new flexibility, targeted student funding, and local accountability. Two years into LCFF implementation, our research in 18 districts and more than half of the state’s County Offices of Education (COEs) uncovers both reasons for optimism and a few concerns.

DEGREES OF FREEDOM: Probing Math Placement Policies at California Colleges and Universities (Report 3 of a 3-part series)

Pamela Burdman. Policy Analysis for California Education. June 2015.

There is growing concern that the remedial math courses taken by most community college students unnecessarily divert some students from earning a degree. Anecdotes of students who thought they had completed their math requirements in high school only to have remedial courses delay their progress through college are common. In addition, research has shown that African American and Latino students are disproportionately affected, frequently facing three or four remedial math classes.

DEGREES OF FREEDOM: Varying Routes to Math Readiness and The Challenge of Intersegmental Alignment (Report 2 of a 3-part series)

Pamela Burdman. Policy Analysis for California Education. May 2015.

The conventional algebra-intensive math curriculum commonly dictates students’ options for entering and completing college, including their ability to transfer from two-year to four-year institutions. The assumption that higher-level algebra is necessary for college success has led some equity advocates to promote algebra for all students. Nearly half of states require two years of algebra for high school graduation, and the Common Core State Standards being implemented in the majority of states have a similar emphasis.

DEGREES OF FREEDOM: Diversifying Math Requirements for College Readiness and Graduation (Report 1 of a 3-part series)

Pamela Burdman. Policy Analysis for California Education. April 2015.

Since the mid-20th century, the standard U.S. high school and college math curriculum has been based on two years of algebra and a year of geometry, preparing students to take classes in pre-calculus followed by calculus. That pathway became solidified after the 1957 launch of the Soviet satellite Sputnik motivated reforms in U.S. science and engineering education to boost the nation’s technological prowess. Students’ math pursuits have been differentiated primarily by how far or how rapidly they proceed along a clearly defined trajectory that has changed little since then.

Supporting Continuous Improvement in California's Education System

Linda Darling-Hammond, David N. Plank. Policy Analysis for California Education. 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.

Californians and Public Education: Results from the Fourth PACE/USC Rossier Poll

Morgan S. Polikoff, Julie A. Marsh, David N. Plank, Michelle Hall, Tenice Hardaway, Tien Le. Policy Analysis for California Education. November 2014.

California is in the middle of a nearly unprecedented period of change in the state’s education system. Following voter approval of Proposition 30 in 2012, the Legislature adopted the Local Control Funding Formula (LCFF) in 2013. The LCFF upended the way California funds schools, redistributing revenues toward schools and school districts facing the greatest challenges and shifting control over the allocation of revenues from Sacramento to local educators and their communities.

Toward a Grand Vision: Early Implementation of California's Local Control Funding Formula

Daniel C. Humphrey, Julia E. Koppich. November 2014.

California has taken the first steps down an historic path that fundamentally alters how its public schools are financed, education decisions are made, and traditionally underserved students’ needs are met. The Local Control Funding Formula (LCFF), passed with bipartisan legislative support and signed into law by Governor Jerry Brown on July 1, 2013, represents the most comprehensive transformation of California’s school funding system in 40 years. The LCFF significantly loosens the reins of state control over education.

Implementing Common Core State Standards in California: A Report from the Field

Milbrey McLaughlin, Laura Glaab, Isabel Hilliger Carrasco. Policy Analysis for California Education. June 2014.

California’s State Board of Education adopted the Common Core State Standards (CCSS) in August of 2010. The CCSS have been adopted by 45 states across the country. They aim to articulate consistent, clear standards for what students are expected to learn and be able to do in mathematics and English Language Arts from kindergarten through Grade 12, and to focus educators’ attention on “fewer, higher, and deeper standards.”

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