Crucial Issues in California Education, 2006: Rekindling Reform

. Policy Analysis for California Education. November 2006

Crucial Issues in California Education, 2006 provides the education community with an overview of key policy topics grounded in lessons learned from recent research and practice. Authors locate issues within the context of the state’s standards and accountability system and current fiscal realities. Each chapter includes demographic and historic perspective, data and analysis, and proposals for long-term structural remedies. Crucial Issues serves as a dynamic reference volume for anyone interested in today’s education policy landscape.

Snapshots of Reform: District Efforts to Raise Achievement across Diverse Communities in California

Elisabeth L. Woody, Soung Bae, Sandra Park, Jennifer Russell. Policy Analysis for California Education. October 2006

In California, policymakers and educators had already turned their attention to addressing inequities in student achievement with the passage of the Public School Accountability Act (PSAA) in 1999. PSAA provided a framework for learning with curriculum standards, and set expectations for improvement through the Academic Performance Index (API). For the first time, schools were responsible for meeting achievement targets not just school-wide, but for racial/ethnic and socioeconomic subgroups of students.

State Strategies To Improve Low-Performing Schools: California's High Priority School Grants Program

Thomas Timar. Policy Analysis for California Education. September 2006

Tom Timar is an Associate Professor of Education at U.C. Davis. He has spent much of his career focusing on education policy and governance, and school finance. He is the author of a new study which examines how schools spent High Priority Schools Grant (HPSG) Program funds.

Is the No Child Left Behind Act Working? The Reliability of How States Track Achievement

Bruce Fuller, Kathryn Gesicki, Erin Kang, Joseph Wright. Policy Analysis for California Education. January 2006

Debate is well under way regarding the effi cacy of the No Child Left Behind (NCLB) Act, including whether this bundle of federal rules and resources is prompting gains in student achievement. Spirited conversation will intensify as the Congress discusses how to adjust and reauthorize this ambitious set of school reforms. Both state and federal gauges of student achievement will inform this debate.


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