The change in California's kindergarten entry age, moving the cutoff date from December 2 to September 1, brought about transitional kindergarten for affected children born in the transitional period. This impacted both those who delayed entry and those who didn't. Older entrants might show better readiness and learning skills compared to younger peers, a reason why parents often choose to delay their child's entry ("redshirting"). However, the benefits of this additional year might vary based on available activities. The shift also influences non-delayed children due to grade age averages affecting peer dynamics and learning. In a study assessing this change's impact on crime, incarceration rates dropped by 10-13% among those directly and indirectly affected by the entry age policy. While both groups benefitted, the reduction in crime was smaller for those delaying entry, hinting at potential harms from late entry, perhaps due to less learning during the "redshirt" year or lower educational attainment. This emphasizes early education's long-term benefits, supporting transitional kindergarten's role. Yet, caution is needed in generalizing these findings, considering the availability of alternative pre-kindergarten programs today, absent in earlier decades, possibly lessening the negative impacts of delayed entry.
A new survey examines California elementary school officials' awareness of AB-2109, a law tightening personal belief exemptions for school immunizations. Findings revealed limited understanding among respondents, with low awareness and knowledge of the law's details. Only health workers showed better comprehension. Despite this, schools planned to communicate the requirements to parents. Yet, officials highlighted the need for more staff education, district guidance, and support materials. The survey emphasizes the necessity of further information dissemination about AB-2109 to all school staff involved in implementing immunization policies, from enrollment to parent interaction, to ensure effective compliance.
A new study assessed the effectiveness of after-school tutoring programs, specifically the Supplemental Educational Services (SES) under No Child Left Behind (NCLB), within Chicago Public Schools. Evaluating these SES providers from 2009 onwards, the research aimed to fairly measure their impact on student achievement by considering student characteristics and school settings. The findings indicated that participating in SES positively influenced student achievement, notably with over 40 hours of tutoring, contributing significantly to annual student gains. Interestingly, there was a decline in hourly rates among providers over time, which correlated with the district's program, and a clear link between provider effectiveness and the number of students served. Successful program attributes, such as effective oversight, coordination, and cost reduction, were identified and could be beneficial for other districts. The strategies developed could be adopted by districts to assess provider effectiveness and provide crucial information to parents, aiding informed decisions. This valuable data could guide California districts granted NCLB waivers in program development and accountability system design. Similar analyses are underway in the Los Angeles Unified School District, highlighting the broader potential application of these findings.
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
The Effect of School Starting Age Policy on Crime
The change in California's kindergarten entry age, moving the cutoff date from December 2 to September 1, brought about transitional kindergarten for affected children born in the transitional period. This impacted both those who delayed entry and those who didn't. Older entrants might show better readiness and learning skills compared to younger peers, a reason why parents often choose to delay their child's entry ("redshirting"). However, the benefits of this additional year might vary based on available activities. The shift also influences non-delayed children due to grade age averages affecting peer dynamics and learning. In a study assessing this change's impact on crime, incarceration rates dropped by 10-13% among those directly and indirectly affected by the entry age policy. While both groups benefitted, the reduction in crime was smaller for those delaying entry, hinting at potential harms from late entry, perhaps due to less learning during the "redshirt" year or lower educational attainment. This emphasizes early education's long-term benefits, supporting transitional kindergarten's role. Yet, caution is needed in generalizing these findings, considering the availability of alternative pre-kindergarten programs today, absent in earlier decades, possibly lessening the negative impacts of delayed entry.
Are California Elementary Schools Prepared to Implement AB-2109, the New Personal Beliefs Exemption Legislation?
A new survey examines California elementary school officials' awareness of AB-2109, a law tightening personal belief exemptions for school immunizations. Findings revealed limited understanding among respondents, with low awareness and knowledge of the law's details. Only health workers showed better comprehension. Despite this, schools planned to communicate the requirements to parents. Yet, officials highlighted the need for more staff education, district guidance, and support materials. The survey emphasizes the necessity of further information dissemination about AB-2109 to all school staff involved in implementing immunization policies, from enrollment to parent interaction, to ensure effective compliance.
The Efficacy of Private Sector Providers in Improving Public Educational Outcomes
A new study assessed the effectiveness of after-school tutoring programs, specifically the Supplemental Educational Services (SES) under No Child Left Behind (NCLB), within Chicago Public Schools. Evaluating these SES providers from 2009 onwards, the research aimed to fairly measure their impact on student achievement by considering student characteristics and school settings. The findings indicated that participating in SES positively influenced student achievement, notably with over 40 hours of tutoring, contributing significantly to annual student gains. Interestingly, there was a decline in hourly rates among providers over time, which correlated with the district's program, and a clear link between provider effectiveness and the number of students served. Successful program attributes, such as effective oversight, coordination, and cost reduction, were identified and could be beneficial for other districts. The strategies developed could be adopted by districts to assess provider effectiveness and provide crucial information to parents, aiding informed decisions. This valuable data could guide California districts granted NCLB waivers in program development and accountability system design. Similar analyses are underway in the Los Angeles Unified School District, highlighting the broader potential application of these findings.
Welcome to Conditions of Education in California
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.