This commentary examines California’s opportunity to articulate a coherent and forward-looking vision for public education that extends beyond academic standards and performance metrics. While the state has adopted important frameworks over the years, it lacks a unifying definition of student success that addresses the full range of skills and competencies young people need to thrive in a changing world. The commentary traces past efforts to define such a vision and highlights emerging work—such as local and statewide “Portrait of a Graduate” initiatives—as steps toward greater coherence. It considers how aligning policies such as graduation requirements, accountability metrics, and educator development can support this vision, and emphasizes the importance of engaging student voice to ensure it is both relevant and actionable. The piece concludes with recommendations for state leaders to move from vision-setting to implementation in ways that support whole child outcomes.
PACE co-founder Michael W. Kirst, former president of the California Board of Education (1977–1981 and 2011–2019), highlights in a new PACE commentary findings from his Learning Policy Institute report Standards-Based Education Reforms: Looking Back to Looking Forward, which analyzes the evolution of standards-based reforms in the United States. Kirst issues a call to action: California needs a strategic and tactical roadmap to improve instructional capacity in classrooms statewide. The commentary offers four recommendations: return the CDE to its former role of providing technical assistance on how to implement subject matter standards; strengthen COEs for effective capacity building; reorient the district role to focus on instructional capacity; and design the roadmap for targeted district support. Without a unified strategy, California risks more uneven progress. A comprehensive, coordinated approach is essential to equipping educators with the tools they need to deliver equitable, standards-aligned instruction to all students.
Across the country, states are moving to education systems that are more student centered, equitable, and competency based. They are doing so because they understand that the legacy model for educating our young people is not working. Although graduation rates have increased, other markers of progress have not. Standardized test scores remain relatively flat. Achievement and opportunity gaps persist despite decades of increased funding and abundant strategies to reduce them. Chronic absenteeism is near an all-time high. The reality is that too many students do not find school to be interesting, engaging, or relevant for their futures. This is particularly true for youth of color and other marginalized student populations. Rather than continuing to tinker around the edges, we can advance real change! Here’s how.
In 2013–14, California enacted an ambitious—and essential—reform to improve educational equity by directing state resources to districts and schools that educate large numbers of economically disadvantaged students. The reform is called the Local Control Funding Formula (LCFF); it allocates funding to school districts based on student characteristics such as socioeconomic status and provides greater flexibility to use the allocated funds than the previous school funding formula allowed. In addition to the LCFF, which is based on average daily attendance (ADA), districts receive funds based on the proportion of students they serve who are English learners, income eligible for free or reduced-price meals, and foster youth. The equity multiplier, a new policy passed in 2023, is designed to provide even more funding for disadvantaged students.
The impact of the pandemic on California students' learning, gauged from 18 school districts in the CORE Data Collaborative, highlights significant learning loss in English Language Arts (ELA) and Math, primarily affecting younger grades. The equity gap is pronounced, notably among low-income students and English language learners (ELLs), experiencing more substantial setbacks than their counterparts. Socioeconomically disadvantaged students faced slower growth, while others accelerated their learning, intensifying existing achievement disparities. Upper-grade ELLs encountered severe setbacks due to challenges in virtual language development. These findings underscore the urgent need for targeted support to redress these disparities, emphasizing the gravity of unequal experiences during the pandemic. Yet, data limitations call for deeper investigations into absent student groups to refine learning loss estimates. Addressing this crisis necessitates a student-centric approach, prioritizing social-emotional well-being and systemic educational reforms to accommodate diverse student needs.
English learners (ELs) face diverse challenges during the pandemic, with varied educational needs and health concerns. The forthcoming academic year will likely amplify the academic gap between EL and non-EL students due to limited access to distance learning. To address this, several policy recommendations are proposed. Universal basic income, health care, and tech access are vital for EL families, especially for those in low-income or undocumented situations. Distance learning must cater to ELs by providing devices, multilingual content, and non-tech learning options. Improved communication with EL families and leveraging their cultural assets are crucial. Extending learning time for ELs, promoting collaboration among teachers, and hiring bilingual family members as aides or tutors are recommended. Assessing returning students' academic status and monitoring funds allocated for ELs' needs are vital. These policy suggestions aim to address EL education challenges amidst the pandemic, stressing equity, resources, and inclusivity in education.
The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
The Every Student Succeeds Act (ESSA) revolutionized school assessment by emphasizing a comprehensive approach over No Child Left Behind's (NCLB) test-focused model. California shifted from NCLB's single-number school ratings to a multi-dimensional dashboard system to better assess school performance. However, ESSA's current draft regulations advocate for a single, summative rating for identifying struggling schools, contradicting the spirit of multiple measures. The approach of condensing diverse measures into one rating would yield misleading outcomes. For instance, PACE found that schools performing poorly on one indicator might fare well on others. Such simplification fails to identify struggling schools accurately, a crucial step for offering necessary support. PACE recommends a tiered approach, considering each indicator separately, rather than amalgamating them into a single score. California's pursuit of a detailed, dashboard-style accountability system aligns with this approach, offering a more nuanced understanding of school performance and supporting tailored improvement strategies. A dashboard not only informs parents better but also enables informed decisions on school choices, focusing on continuous improvement rather than misleading rankings.
Michael W. Kirst discusses the new federal Every Student Succeeds Act (ESSA) and the CA overhaul of accountability based on local control of education policy. The federal law requires multiple measures for accountability, including some with state choice. Databases for English learners will change significantly. Federal requirements for teacher evaluation will be deregulated significantly. State assessments are all over the place and will be hard to summarize. California is building an integrated federal/state/local accountability system that includes 23 metrics, primarily for local use in Local Control Accountability Plans (LCAP) that focus on improving budget strategy. Longitudinal data bases from the past will be difficult to integrate with these policy shifts.
For more than a decade, LGBTQ students have faced significant challenges in schools, enduring bullying and feeling unsafe, affecting their academic and mental well-being. California's groundbreaking law, AB-537, passed over 15 years ago, marked a pivotal moment, establishing comprehensive protections against discrimination based on sexual orientation and gender identity (SOGI) in education. In response, schools implemented inclusive measures such as teacher training, diverse curriculum, and support groups like gay-straight alliances (GSAs). While earlier studies focused on student perspectives, a recent study analyzes statewide data from over 3,700 teachers and nearly 100 principals in California. The findings reveal that schools emphasizing SOGI-inclusive policies experience reduced bullying, particularly in environments perceived as less safe by teachers, highlighting the significance of these policies in creating safer school climates. This research underscores the importance of combining and accessing varied data sources to gain a comprehensive understanding of school environments, ultimately shifting the focus from individual students to systemic approaches for creating inclusive and safe school environments for all students.
Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.
A meta-analysis of 53 cases from 34 publications aimed to understand the impact of school suspensions on student outcomes. It found a consistent negative link between suspensions, particularly out-of-school ones, and academic achievement. Additionally, though data was limited, out-of-school suspension showed a positive association with dropout rates. Factors like gender, race, and socio-economic status influenced these relationships, indicating varied impacts on different groups. The study refrains from making causal conclusions, but it suggests that suspensions might contribute to lower achievement due to reduced learning opportunities and disengagement from school. Disproportionate suspension rates among low-income, urban, and minority students raise equity concerns. Encouragingly, California's limitations on suspension for minor disruptions might be a progressive step. The study advocates for evidence-based strategies focusing on behavior improvement, alternatives to suspension, better educator training, and consistent review of disciplinary data for informed decision-making to reduce suspension rates and their negative impacts on students.
School districts have adopted the four-day school week to curb budget deficits, particularly in rural regions like Colorado and Wyoming, with around 10 districts in California following suit by 2011. This schedule change raises questions about its impact on academic performance. Longer class periods allow varied teaching methods and teacher planning, possibly improving student morale and behavior. Yet, concerns arise about teacher stress, student retention, and increased fatigue, especially for younger students. Evaluating this shift rigorously is vital, but few studies exist. Using a difference-in-differences regression and data from Colorado’s CSAP, researchers analyzed 4th-grade reading and 5th-grade math scores in districts that switched to a four-day week against those on standard schedules. Over a third of Colorado districts adopted this schedule. The results showed a significant increase in math scores post-switch, and while reading scores also rose, the change wasn’t statistically significant. The findings suggest no harm to student performance and even hint at improved attendance rates, though they apply primarily to smaller, rural districts, warranting caution in applying these findings more broadly.
A current study is exploring the impact of additional literacy classes on average-performing middle school students, aiming to enhance their high school performance and college readiness. In a suburban district with diverse demographics, students were offered extra literacy courses if they scored below the 60th percentile in 5th-grade literacy. While the initial analysis suggested no significant impact, further investigation revealed contrasting effects based on race. Black students experienced notably negative effects, especially in predominantly white schools, seen across both state tests and national measures. Conversely, white, Latino, and Asian students showed uncertain but potentially positive impacts. These findings stress the need for tailored approaches in educational programs, indicating potential harm for initially average-literacy students. The study highlights the complexity of policy outcomes when implemented at school levels, urging policymakers to consider diverse student populations in policy design and implementation. It also underscores the importance of clear communication about policy intent and the unintended consequences of categorizing students based on criteria like cutoff scores.
Educational institutions are increasingly revamping teacher evaluations, integrating student performance measures and classroom observations. LAUSD’s shift in evaluation systems and Vergara v. California’s ruling against certain teacher employment statutes spotlight this transformation. However, research across six urban districts reveals shifts in the role of value-added measures in decision making. Principals find value-added data problematic due to its infrequency, complexity, and limited applicability to teachers in untested subjects. Instead, they value the transparency, timeliness, and specificity of teacher observation systems, which provide comprehensive insights into teaching practices for all educators. While acknowledging differences between value-added and observation systems, research also emphasizes the advantages of teacher observation systems in informing timely and specific decisions. Despite concerns about observation systems’ time-intensive nature and the recent legal implications, these frameworks offer enhanced transparency and actionable feedback, potentially compensating for the limitations of value-added measures. Overall, the rise of observation systems signifies a positive step in leveraging data for informed human capital decisions in education.
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.
Enrichment programs, such as arts education, often face cuts in K–12 schools where language arts and math take precedence due to standardized testing. Despite this, evidence supports the long-term benefits of the arts on college access, academics, and civic engagement. Integrating arts into school curricula is seen as a solution, yet there is limited research on its widespread implementation. Inner-City Arts collaborates with LAUSD through Learning and Achieving Through the Arts (LATA), where teachers learn various art forms alongside students, supported by professional development linking arts experiences with literacy. LATA aims to enhance English language skills, especially for marginalized groups like English Language Learners (ELLs), by promoting arts-based learning, teacher training, and teacher-artist collaborations for innovative lesson plans. A study comparing LATA-integrated schools with standalone arts instruction revealed significant gains in standardized English Language Arts (ELA) proficiency, particularly among ELL students, emphasizing the vital role of arts integration in academic achievement. Policymakers and investors interested in educational reform should prioritize integrated arts models and teacher development, as demonstrated by the LATA approach, which offers a holistic pathway to improve academics applicable in diverse urban districts.
Education policies often focus on evaluating the effectiveness of interventions without considering their costs. This oversight limits policymakers’ ability to make informed decisions about resource allocation. Understanding intervention costs in relation to their effectiveness is crucial for efficient policymaking. For instance, reducing high school dropout rates, a national priority, could alleviate substantial economic burdens, yet education budgets are limited. Researchers conducted cost-effectiveness analyses on five dropout prevention programs, finding considerable variations in costs and effectiveness. Remedial programs aimed at dropouts were notably more expensive per additional graduate compared to preventative programs, which targeted at-risk students still in school. These findings emphasize the need for cost-effectiveness assessments in educational program evaluations to guide policymaking effectively. Without such analyses, research evidence alone may not provide policymakers with a comprehensive view for decision-making, potentially leading to inefficient resource allocation.
Research into the gender gap in STEM fields indicates persistent disparities despite women's similar math abilities and educational achievements. While prior explanations focused on societal perceptions and work-life balance, recent studies, including "Pathways to Science and Engineering Bachelor’s Degrees for Men and Women" and "The High School Environment and the Gender Gap in Science and Engineering," delve into the crucial role of high school experiences in shaping STEM aspirations. Analyzing data from the National Education Longitudinal Study, these studies reveal that if female high school seniors held comparable STEM interests as males, the STEM degree gap could diminish by as much as 82 percent. Notably, disparities among high schools in attracting students to STEM fields based on pre-high school inclinations highlight the impact of factors like robust STEM curricula and reduced gender-segregated activities. Policy implications emphasize the potential effectiveness of high school interventions, signaling the need for further research and targeted strategies, as the lasting influence of the high school environment on STEM orientations presents a promising avenue for narrowing the gender gap in STEM.
Researchers examined how each state addressed specific learning disabilities (SLDs) among culturally diverse students under the Individuals with Disabilities Act. Analyzing state policies, they found 36 states lacking beyond federal guidelines, while fewer than half had specific regulations. Guidance documents varied widely, detailing practices from CLD-sensitive assessments to personnel suggestions. California included interpreter use and peer comparison for CLD students. Some states demonstrated integrated support, but California lacked this. The study urges comprehensive, integrated state-level guidance for CLD students, emphasizing coordinated communication among state departments to improve local education agency practices.
On February 14, 2014, Assemblyman Alejo introduced AB 1750 to create model high school ethnic studies programs in California. Ethnic studies focuses on marginalized racial groups, counterbalancing Euro-American perspectives in the curriculum. New research reviews studies on ethnic studies' impact, indicating positive outcomes on academic engagement, achievement, and racial understanding. Programs tailored to specific racial groups often enhance academic success, particularly among students of color. Diverse curricula, addressing racism directly, benefit overall racial attitudes. In higher education, diversity experiences and cross-racial interaction positively affect students, especially White students. The evidence consistently supports the positive academic and social impact of well-designed ethnic studies programs. AB 1750 presents a promising path for California's diverse students.
It’s Time to Create an Aspirational Vision for California Education
This commentary examines California’s opportunity to articulate a coherent and forward-looking vision for public education that extends beyond academic standards and performance metrics. While the state has adopted important frameworks over the years, it lacks a unifying definition of student success that addresses the full range of skills and competencies young people need to thrive in a changing world. The commentary traces past efforts to define such a vision and highlights emerging work—such as local and statewide “Portrait of a Graduate” initiatives—as steps toward greater coherence. It considers how aligning policies such as graduation requirements, accountability metrics, and educator development can support this vision, and emphasizes the importance of engaging student voice to ensure it is both relevant and actionable. The piece concludes with recommendations for state leaders to move from vision-setting to implementation in ways that support whole child outcomes.
Looking Back, Moving Forward
PACE co-founder Michael W. Kirst, former president of the California Board of Education (1977–1981 and 2011–2019), highlights in a new PACE commentary findings from his Learning Policy Institute report Standards-Based Education Reforms: Looking Back to Looking Forward, which analyzes the evolution of standards-based reforms in the United States. Kirst issues a call to action: California needs a strategic and tactical roadmap to improve instructional capacity in classrooms statewide. The commentary offers four recommendations: return the CDE to its former role of providing technical assistance on how to implement subject matter standards; strengthen COEs for effective capacity building; reorient the district role to focus on instructional capacity; and design the roadmap for targeted district support. Without a unified strategy, California risks more uneven progress. A comprehensive, coordinated approach is essential to equipping educators with the tools they need to deliver equitable, standards-aligned instruction to all students.
Advancing Towards a Student-Centered Approach to Education
Across the country, states are moving to education systems that are more student centered, equitable, and competency based. They are doing so because they understand that the legacy model for educating our young people is not working. Although graduation rates have increased, other markers of progress have not. Standardized test scores remain relatively flat. Achievement and opportunity gaps persist despite decades of increased funding and abundant strategies to reduce them. Chronic absenteeism is near an all-time high. The reality is that too many students do not find school to be interesting, engaging, or relevant for their futures. This is particularly true for youth of color and other marginalized student populations. Rather than continuing to tinker around the edges, we can advance real change! Here’s how.
Why California Should Retire the Free or Reduced-Price Meal Measure—and What the State Should Do Next
In 2013–14, California enacted an ambitious—and essential—reform to improve educational equity by directing state resources to districts and schools that educate large numbers of economically disadvantaged students. The reform is called the Local Control Funding Formula (LCFF); it allocates funding to school districts based on student characteristics such as socioeconomic status and provides greater flexibility to use the allocated funds than the previous school funding formula allowed. In addition to the LCFF, which is based on average daily attendance (ADA), districts receive funds based on the proportion of students they serve who are English learners, income eligible for free or reduced-price meals, and foster youth. The equity multiplier, a new policy passed in 2023, is designed to provide even more funding for disadvantaged students.
COVID-19 and the Educational Equity Crisis
The impact of the pandemic on California students' learning, gauged from 18 school districts in the CORE Data Collaborative, highlights significant learning loss in English Language Arts (ELA) and Math, primarily affecting younger grades. The equity gap is pronounced, notably among low-income students and English language learners (ELLs), experiencing more substantial setbacks than their counterparts. Socioeconomically disadvantaged students faced slower growth, while others accelerated their learning, intensifying existing achievement disparities. Upper-grade ELLs encountered severe setbacks due to challenges in virtual language development. These findings underscore the urgent need for targeted support to redress these disparities, emphasizing the gravity of unequal experiences during the pandemic. Yet, data limitations call for deeper investigations into absent student groups to refine learning loss estimates. Addressing this crisis necessitates a student-centric approach, prioritizing social-emotional well-being and systemic educational reforms to accommodate diverse student needs.
COVID-19’s Impact on English Learner Students
English learners (ELs) face diverse challenges during the pandemic, with varied educational needs and health concerns. The forthcoming academic year will likely amplify the academic gap between EL and non-EL students due to limited access to distance learning. To address this, several policy recommendations are proposed. Universal basic income, health care, and tech access are vital for EL families, especially for those in low-income or undocumented situations. Distance learning must cater to ELs by providing devices, multilingual content, and non-tech learning options. Improved communication with EL families and leveraging their cultural assets are crucial. Extending learning time for ELs, promoting collaboration among teachers, and hiring bilingual family members as aides or tutors are recommended. Assessing returning students' academic status and monitoring funds allocated for ELs' needs are vital. These policy suggestions aim to address EL education challenges amidst the pandemic, stressing equity, resources, and inclusivity in education.
Moving Forward from COVID-19
The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.
Our Children’s Education Should be a Priority as California Recovers from Coronavirus
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
Distance Learning Playbook for California School Districts
The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.
Evidence to Inform Recovery
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
Summary of the 2020 PACE/USC Rossier Poll Results Presentation
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
California’s Dashboard Data Will Guide Improvement
The Every Student Succeeds Act (ESSA) revolutionized school assessment by emphasizing a comprehensive approach over No Child Left Behind's (NCLB) test-focused model. California shifted from NCLB's single-number school ratings to a multi-dimensional dashboard system to better assess school performance. However, ESSA's current draft regulations advocate for a single, summative rating for identifying struggling schools, contradicting the spirit of multiple measures. The approach of condensing diverse measures into one rating would yield misleading outcomes. For instance, PACE found that schools performing poorly on one indicator might fare well on others. Such simplification fails to identify struggling schools accurately, a crucial step for offering necessary support. PACE recommends a tiered approach, considering each indicator separately, rather than amalgamating them into a single score. California's pursuit of a detailed, dashboard-style accountability system aligns with this approach, offering a more nuanced understanding of school performance and supporting tailored improvement strategies. A dashboard not only informs parents better but also enables informed decisions on school choices, focusing on continuous improvement rather than misleading rankings.
Michael W. Kirst on New Federal and State Policies
Michael W. Kirst discusses the new federal Every Student Succeeds Act (ESSA) and the CA overhaul of accountability based on local control of education policy. The federal law requires multiple measures for accountability, including some with state choice. Databases for English learners will change significantly. Federal requirements for teacher evaluation will be deregulated significantly. State assessments are all over the place and will be hard to summarize. California is building an integrated federal/state/local accountability system that includes 23 metrics, primarily for local use in Local Control Accountability Plans (LCAP) that focus on improving budget strategy. Longitudinal data bases from the past will be difficult to integrate with these policy shifts.
Policies on Sexual Orientation and Gender Identity Pay Off for Schools
For more than a decade, LGBTQ students have faced significant challenges in schools, enduring bullying and feeling unsafe, affecting their academic and mental well-being. California's groundbreaking law, AB-537, passed over 15 years ago, marked a pivotal moment, establishing comprehensive protections against discrimination based on sexual orientation and gender identity (SOGI) in education. In response, schools implemented inclusive measures such as teacher training, diverse curriculum, and support groups like gay-straight alliances (GSAs). While earlier studies focused on student perspectives, a recent study analyzes statewide data from over 3,700 teachers and nearly 100 principals in California. The findings reveal that schools emphasizing SOGI-inclusive policies experience reduced bullying, particularly in environments perceived as less safe by teachers, highlighting the significance of these policies in creating safer school climates. This research underscores the importance of combining and accessing varied data sources to gain a comprehensive understanding of school environments, ultimately shifting the focus from individual students to systemic approaches for creating inclusive and safe school environments for all students.
Monetary vs. Non-Monetary Incentives for Program Participation
Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.
School Suspensions’ Positive Link to Drop-Out and Negative Link to Achievement
A meta-analysis of 53 cases from 34 publications aimed to understand the impact of school suspensions on student outcomes. It found a consistent negative link between suspensions, particularly out-of-school ones, and academic achievement. Additionally, though data was limited, out-of-school suspension showed a positive association with dropout rates. Factors like gender, race, and socio-economic status influenced these relationships, indicating varied impacts on different groups. The study refrains from making causal conclusions, but it suggests that suspensions might contribute to lower achievement due to reduced learning opportunities and disengagement from school. Disproportionate suspension rates among low-income, urban, and minority students raise equity concerns. Encouragingly, California's limitations on suspension for minor disruptions might be a progressive step. The study advocates for evidence-based strategies focusing on behavior improvement, alternatives to suspension, better educator training, and consistent review of disciplinary data for informed decision-making to reduce suspension rates and their negative impacts on students.
Does Shortening the School Week Impact Student Performance?
School districts have adopted the four-day school week to curb budget deficits, particularly in rural regions like Colorado and Wyoming, with around 10 districts in California following suit by 2011. This schedule change raises questions about its impact on academic performance. Longer class periods allow varied teaching methods and teacher planning, possibly improving student morale and behavior. Yet, concerns arise about teacher stress, student retention, and increased fatigue, especially for younger students. Evaluating this shift rigorously is vital, but few studies exist. Using a difference-in-differences regression and data from Colorado’s CSAP, researchers analyzed 4th-grade reading and 5th-grade math scores in districts that switched to a four-day week against those on standard schedules. Over a third of Colorado districts adopted this schedule. The results showed a significant increase in math scores post-switch, and while reading scores also rose, the change wasn’t statistically significant. The findings suggest no harm to student performance and even hint at improved attendance rates, though they apply primarily to smaller, rural districts, warranting caution in applying these findings more broadly.
The Unintended Consequences of a Middle School Literacy Support Intervention
A current study is exploring the impact of additional literacy classes on average-performing middle school students, aiming to enhance their high school performance and college readiness. In a suburban district with diverse demographics, students were offered extra literacy courses if they scored below the 60th percentile in 5th-grade literacy. While the initial analysis suggested no significant impact, further investigation revealed contrasting effects based on race. Black students experienced notably negative effects, especially in predominantly white schools, seen across both state tests and national measures. Conversely, white, Latino, and Asian students showed uncertain but potentially positive impacts. These findings stress the need for tailored approaches in educational programs, indicating potential harm for initially average-literacy students. The study highlights the complexity of policy outcomes when implemented at school levels, urging policymakers to consider diverse student populations in policy design and implementation. It also underscores the importance of clear communication about policy intent and the unintended consequences of categorizing students based on criteria like cutoff scores.
How Do Principals Use Teacher Value-Added and Classroom Observation Data to Make Human Capital Decisions?
Educational institutions are increasingly revamping teacher evaluations, integrating student performance measures and classroom observations. LAUSD’s shift in evaluation systems and Vergara v. California’s ruling against certain teacher employment statutes spotlight this transformation. However, research across six urban districts reveals shifts in the role of value-added measures in decision making. Principals find value-added data problematic due to its infrequency, complexity, and limited applicability to teachers in untested subjects. Instead, they value the transparency, timeliness, and specificity of teacher observation systems, which provide comprehensive insights into teaching practices for all educators. While acknowledging differences between value-added and observation systems, research also emphasizes the advantages of teacher observation systems in informing timely and specific decisions. Despite concerns about observation systems’ time-intensive nature and the recent legal implications, these frameworks offer enhanced transparency and actionable feedback, potentially compensating for the limitations of value-added measures. Overall, the rise of observation systems signifies a positive step in leveraging data for informed human capital decisions in education.
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.
Arts Integration as Key to Student Academic Achievement
Enrichment programs, such as arts education, often face cuts in K–12 schools where language arts and math take precedence due to standardized testing. Despite this, evidence supports the long-term benefits of the arts on college access, academics, and civic engagement. Integrating arts into school curricula is seen as a solution, yet there is limited research on its widespread implementation. Inner-City Arts collaborates with LAUSD through Learning and Achieving Through the Arts (LATA), where teachers learn various art forms alongside students, supported by professional development linking arts experiences with literacy. LATA aims to enhance English language skills, especially for marginalized groups like English Language Learners (ELLs), by promoting arts-based learning, teacher training, and teacher-artist collaborations for innovative lesson plans. A study comparing LATA-integrated schools with standalone arts instruction revealed significant gains in standardized English Language Arts (ELA) proficiency, particularly among ELL students, emphasizing the vital role of arts integration in academic achievement. Policymakers and investors interested in educational reform should prioritize integrated arts models and teacher development, as demonstrated by the LATA approach, which offers a holistic pathway to improve academics applicable in diverse urban districts.
Using Cost-effectiveness Analysis to Make Policy Decisions
Education policies often focus on evaluating the effectiveness of interventions without considering their costs. This oversight limits policymakers’ ability to make informed decisions about resource allocation. Understanding intervention costs in relation to their effectiveness is crucial for efficient policymaking. For instance, reducing high school dropout rates, a national priority, could alleviate substantial economic burdens, yet education budgets are limited. Researchers conducted cost-effectiveness analyses on five dropout prevention programs, finding considerable variations in costs and effectiveness. Remedial programs aimed at dropouts were notably more expensive per additional graduate compared to preventative programs, which targeted at-risk students still in school. These findings emphasize the need for cost-effectiveness assessments in educational program evaluations to guide policymaking effectively. Without such analyses, research evidence alone may not provide policymakers with a comprehensive view for decision-making, potentially leading to inefficient resource allocation.
The High School Environment and the Gender Gap in Science and Engineering
Research into the gender gap in STEM fields indicates persistent disparities despite women's similar math abilities and educational achievements. While prior explanations focused on societal perceptions and work-life balance, recent studies, including "Pathways to Science and Engineering Bachelor’s Degrees for Men and Women" and "The High School Environment and the Gender Gap in Science and Engineering," delve into the crucial role of high school experiences in shaping STEM aspirations. Analyzing data from the National Education Longitudinal Study, these studies reveal that if female high school seniors held comparable STEM interests as males, the STEM degree gap could diminish by as much as 82 percent. Notably, disparities among high schools in attracting students to STEM fields based on pre-high school inclinations highlight the impact of factors like robust STEM curricula and reduced gender-segregated activities. Policy implications emphasize the potential effectiveness of high school interventions, signaling the need for further research and targeted strategies, as the lasting influence of the high school environment on STEM orientations presents a promising avenue for narrowing the gender gap in STEM.
State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students
Researchers examined how each state addressed specific learning disabilities (SLDs) among culturally diverse students under the Individuals with Disabilities Act. Analyzing state policies, they found 36 states lacking beyond federal guidelines, while fewer than half had specific regulations. Guidance documents varied widely, detailing practices from CLD-sensitive assessments to personnel suggestions. California included interpreter use and peer comparison for CLD students. Some states demonstrated integrated support, but California lacked this. The study urges comprehensive, integrated state-level guidance for CLD students, emphasizing coordinated communication among state departments to improve local education agency practices.
Ethnic Studies in High Schools
On February 14, 2014, Assemblyman Alejo introduced AB 1750 to create model high school ethnic studies programs in California. Ethnic studies focuses on marginalized racial groups, counterbalancing Euro-American perspectives in the curriculum. New research reviews studies on ethnic studies' impact, indicating positive outcomes on academic engagement, achievement, and racial understanding. Programs tailored to specific racial groups often enhance academic success, particularly among students of color. Diverse curricula, addressing racism directly, benefit overall racial attitudes. In higher education, diversity experiences and cross-racial interaction positively affect students, especially White students. The evidence consistently supports the positive academic and social impact of well-designed ethnic studies programs. AB 1750 presents a promising path for California's diverse students.