The KIPP network of charter schools aims to enhance academic outcomes for low-income students through rigorous standards and increased classroom time. Mathematica Policy Research conducted a study assessing KIPP's impact, accounting for the differences between students who chose KIPP and those who didn't. Analyzing 41 KIPP middle schools over a decade, they found that students in these schools demonstrated substantial growth in reading and math, equating to 90% of an extra year of math and two-thirds of a year in reading compared to their non-KIPP peers. These positive effects were consistent across most schools and extended to other subjects and low-stakes assessments. Even when employing random admissions lotteries, the impact remained significant. The reasons behind KIPP's success remain ambiguous—whether it's due to instructional strategies, drawing students from underperforming schools, or positive peer effects remains uncertain. Further research is needed to decipher these causes and determine if KIPP's methods could be broadly applicable to improve student achievement in public schools, potentially prompting the adoption of their successful practices in traditional public schools or expanding successful charter networks.

School reform emphasizes transferring decision-making power to individual schools, seen in districts like San Francisco (SFUSD), Los Angeles (LAUSD), and beyond California. Principals gain control over budgets, curricula, schedules, and professional development, aiming to enhance student learning. Yet, the impact of this decentralization on school performance remains largely unknown. In Chicago, a study of an autonomy program revealed increased reading proficiency among elementary students after two years, but no significant gains in math or overall achievement scores. Principals leaned toward autonomy in budgets and curricula. Policy suggestions arise: policymakers must allow time for schools to adapt to autonomy, understanding improvements might not be immediate. They should also avoid neglecting high- or low-achieving students in pursuit of proficiency rates, affecting school evaluations. Further research is crucial to understand how decentralized control affects academic performance, examining how school leaders leverage autonomy to assess its potential for improving schools.

Proponents support school choice to enhance education, but research often overlooks its impact on school practices and achievement. A new study delves into whether charter school proximity influences school practices and its relation to math and reading achievement using Early Childhood Longitudinal Study data. Results show minimal impact on school practices based on charter proximity. Closer schools reported lower teacher absenteeism and better-aligned instruction, yet these changes did not remarkably affect reading or math achievement. Contrary to beliefs, charter growth does not appear to prompt organizational shifts in public schools due to entrenched cultural norms. Similarities between charter and public schools overshadow differences, hindering learning exchanges. Moreover, charters in disadvantaged areas may lack resources to impact public school competition. This study questions the efficacy of market-driven approaches in addressing educational challenges. Understanding the connection between competition, school practices, and student achievement is vital for directing policy initiatives effectively.

Access to arts education in US public schools varies greatly and remains largely undocumented. The President’s Committee on the Arts and the Humanities highlighted this lack of data on offered courses, hindering policymakers' understanding. A recent study in Texas with data from 870 public high schools aimed to illustrate this variation by developing indices measuring arts education access. Surprisingly, schools with numerous arts courses didn’t always have high student engagement, and high participation rates often lacked diverse courses. Researchers suggest policymakers consider both course offerings and student engagement rates to accurately identify exceptional arts programs.Recommendations propose creating indices combining course offerings and participation rates in other states to address equity and ensure sufficient arts opportunities in public high schools. Additionally, California policymakers are urged to use their education databases, like the California Longitudinal Pupil Achievement Data System, to document arts education access. Furthermore, researchers propose a dialogue among educators, practitioners, and policymakers to define what constitutes an arts-rich school. Establishing standardized thresholds for course offerings and participation rates can ensure a more comprehensive understanding of arts education access. While incomplete, descriptions of course offerings and participation rates are crucial first steps toward understanding arts education access.

The concern over charter schools potentially excluding low-performing students has sparked debate. Analyzing a major urban district's data, researchers studied exit patterns suggesting such exclusions. Explicit evidence of schools expelling low-performing students is hard to find. Subtle methods like counseling or strict disciplinary actions might influence exits. While research is unable to confirm reasons for student transfers, data analysis did not support the claim that charter schools push out low-performing students more than traditional public schools. The study also found exiting charter students had lower performance, similar to those leaving traditional public schools. Analytical analyses, considering student characteristics, did not show evidence supporting the notion that charter schools disproportionately expel low-performing students. While findings counter the claim within our district, they are not conclusive for all settings. Variations may exist elsewhere. The researchers advocate for evidence-based discussions around charter schools, stressing the need for empirical backing before making or accepting claims about their student retention practices.

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.

States moved from assessing students' proficiency to using growth models to track academic progress. Researchers analyzed three growth models in a California district, finding more prediction errors for English learners (ELs) than non-ELs. The models often misjudged ELs as remaining non-proficient by 7th grade when they were proficient. This error was more frequent for ELs (16–28%) than non-ELs (13–17%). ELs' steeper learning trajectories might explain this discrepancy; their growth is faster despite early low scores due to language support needs. These model inaccuracies have policy implications, potentially causing unnecessary interventions and not crediting effective instruction in early grades. They could influence the selection of accountability models, especially for student subgroups. Although California hasn't implemented growth-based accountability, it's part of the Smarter Balanced Assessment plans. Notably, the LA Times used a growth model to evaluate teachers, a contentious practice in education due to concerns about validity. The study's evidence questions any model's validity assuming uniform student growth without considering a teacher's student demographics.

In recent years, California's Proposition 30 offered some relief to the Community College system, raising the course sections and reducing waitlisted students. Yet, a crucial problem persists: "seat rationing," limiting access. The Student Success Task Force addressed this through priority policies but faces challenges as these policies inherently prioritize certain students while limiting access for others. The upcoming statewide policy will allow flexibility at the college level, posing concerns about equity. Research on registration policies within California's colleges revealed significant variability in these policies, indicating a need for comprehensive studies on their short- and long-term effects. These policies might disadvantage specific student groups, highlighting the necessity for transparent communication and inter-institutional agreements. Moreover, there is a call to improve systems that help students find alternative courses when their preferences are full, possibly through technology-driven solutions. Finally, there's an urgent need for introspection on the underlying values in these policies as they shift from access to fiscal responsibility and credential completion. Understanding these assumptions is vital for informed decisions about the future of community colleges.

High school counselors, often overlooked, are vital in guiding students toward college. The Pathways to College Act acknowledges their role, yet many schools lack systematic ways to provide crucial college and financial aid information. A national study explored how counseling norms and resources impact college-going rates. Findings revealed that a school's environment significantly shapes its college culture. Counseling departments are crucial, with their workload and focus on college counseling directly influencing a school's atmosphere. Resources like financial aid assistance, college fairs, and college-level courses also impact college attendance rates. Schools were categorized based on counseling structures: divergent, emergent, and convergent. Effective counselor education is vital for meaningful college counseling, and counselor caseloads should align with counseling goals. Beyond counselors, school climate and student attitudes shape the college culture, demanding engagement from administrators to foster a supportive environment. Policy implications stress comprehensive counselor education, aligned caseloads, and broader school involvement in promoting a college-going culture. Understanding a school's counseling structure aids administrators in resource allocation, fostering values that enhance college access for all students.

The Student Success Act of 2012 in California prompts a restructure of student support services in higher education. A new study evaluating a guidance program at South Texas College offers insights for California policymakers and nationwide. This program aimed to aid students struggling in entry-level math courses, a common hurdle in community colleges. It involved Beacon Volunteers giving brief presentations in math classes about available campus services. The evaluation, using random assignment, showed a 30% increase in tutoring center visits and a 20% drop in math class withdrawals. While overall pass rates didn't significantly rise, part-time students benefited with a 10% increase in pass rates. The study highlights the effectiveness of brief, in-classroom interventions and suggests lessons for researchers and practitioners, emphasizing the feasibility of whole-class randomization, the need for more tutoring center research, and the scalability and affordability of such interventions. It underscores the impact of providing information directly to students before they require assistance, offering valuable insights for educational practices.

The "what gets tested, gets taught" adage needs updating to "what gets tested and included in school accountability, gets taught." During No Child Left Behind, science took a backseat to reading and math due to its optional status in accountability measures. Examining states' pre- and post-NCLB performance on NAEP for grades four and eight showed that integrating science into accountability positively impacted fourth-grade scores without affecting math or reading. Eighth-grade results showed no similar link, likely due to dedicated science teachers. Fourth-grade classrooms often burden a single teacher with multiple subjects, leading to a focus on tested areas like reading and math. Research involving fourth-grade teachers in states incorporating science scores confirmed increased science teaching time. California's testing of science from fifth grade misses the earlier integration potential highlighted in this research. While the Elementary and Secondary Education Act reinstated science testing, it still leaves the accountability weight to states. Considering the global need for STEM education, consistently aligning science with reading and math in assessments appears practical. Acknowledging the persistent focus on school accountability, integrating science into assessments is a sensible step to address the current fragmented attention on science education.

Career and technical education (CTE) battles outdated perceptions as a fallback for struggling students. Despite national academic reforms, CTE has evolved, emphasizing college and career readiness through blended academic and technical skills. Federal initiatives like the Perkins Acts transformed CTE into a broader curriculum, aiming to equip students with various skills through career clusters and integrated courses. Analyzing over 7,000 students' transcripts, a recent study found that those taking occupational CTE courses alongside academics showed similar math learning gains to those solely in academic courses. This challenges expectations of CTE's academic impact, particularly amidst initiatives like the Common Core State Standards (CCSS), which emphasize academics and integration. The study questions CTE's effectiveness in improving math learning and suggests the need for refined courses that better reinforce academic skills. It prompts a reevaluation of federal investments in CTE, highlighting the necessity for alignment with evolving academic standards to benefit students' overall educational outcomes.

California, a pioneer in school-based accountability, established the Academic Performance Index (API) in 1999, encompassing subjects and graduation rates. With the move past No Child Left Behind (NCLB), the state aims to enhance the API by embracing student growth, college readiness, and broader academic and social objectives. A RAND study identified additional measures adopted by 20 states, expanding beyond NCLB requirements, including student performance in extra subjects, growth over time, performance indices, and college readiness indicators. Emerging measures cover safe school environments, graduation risk, and interim assessments. RAND suggests customized local indicators, aligned incentives, supportive teaching structures, local validation studies, and collaborative statewide systems to foster comprehensive data collection and decision-making. As the Common Core assessments approach, the paradigm shifts towards redefining student achievement measurement, urging a holistic approach to data collection to inform stakeholders effectively.

In examining the state of gifted and talented education (GATE), the impact of financial strains on these programs in California becomes apparent. During budget constraints, districts often slash funding for GATE, leading to drastic program reductions. Despite the belief that gifted students can excel without additional resources, international assessments, like the Trends in International Mathematics and Science Study (TIMMS), reveal American gifted students underperform globally, notably in math and science. This underperformance might stem from the inequitable funding landscape where the average district receives minimal state support ($3.38 per pupil), leaving only a minority with additional funding. Advocating for increased GATE funding seeks to rectify disparities rather than create inequality. The present funding discrepancies result in a form of horizontal inequity, suggesting that access to resources shouldn't hinge on a district's wealth. Encouraging uniform opportunities for gifted students, regardless of district economic status, aligns more with equitable education principles.

Charter schools have evolved, now aiming to influence traditional districts. Charter Management Organizations (CMOs) are gaining attention as vehicles for reform. In a study of 25 CMOs, factors impacting their growth were analyzed. Positive influences included charter-friendly state policies and local resources like facilities and staff. However, limited funding and strained relations with authorizers restricted growth. State legislation, particularly charter caps and the chartering process, heavily affected CMOs. For California CMOs, the state charter cap and appeal rights enabled scale-up, while funding and facilities posed challenges. Policymakers face questions about facilitating CMO scale-up through state and local policies, treating high-performing CMOs differently during oversight, and supporting CMOs replicating models across state lines. The role of state policies in regulating and aiding high-quality CMOs seeking expansion remains a key consideration.

Elementary teachers often feel time-strapped due to high-stakes testing and curricular demands, leading to reduced focus on social studies. In states mandating social studies assessments, teachers allocate roughly 30 extra minutes weekly to social studies compared to non-testing states. Moreover, teachers perceiving more control over their teaching dedicate up to 6 additional hours to social studies. Surprisingly, factors like teacher credentials and school demographics had minimal impact on social studies teaching time. These findings emphasize the link between mandated tests, teacher autonomy, and social studies instruction. Advocating for social studies inclusion in standardized testing, while prioritizing teacher autonomy, is suggested to balance subject emphasis. Encouraging educators' independence might enhance social studies teaching despite test-centric pressures. A new study urges educational leaders to reshape policies, fostering both teacher autonomy and acknowledgment of social studies' importance within the accountability framework.

California’s push for universal algebra for 8th graders has led to a rise in students taking algebra but also shows a significant dropout in advanced math courses. Researchers focused on CST results from 2003 to 2011, revealing that while more 8th graders took Algebra I CST, fewer reached higher-level math in grades 9–11. The increase in 8th-grade algebra seemed to double the dropout rate in the pipeline toward higher math courses, especially for students scoring below proficient in 8th-grade algebra. The study found that students who scored proficient in 7th-grade general math had a significantly higher success rate in 9th-grade algebra compared to those below proficient in 8th-grade algebra. It highlighted that preparing students better in Grade 7 Mathematics could be more effective than funneling them into 8th-grade algebra, where more than half struggled to pass. The research calls for a reevaluation of the 8th-grade algebra policy, suggesting the need for alternatives to better support students' future success in math, highlighting the limitations of policy-driven change without effective changes in classroom practices.

The challenges faced by California school districts are complex, demanding leaders to navigate diverse educational philosophies and implement explicit equity-oriented policies. A study on an urban California district revealed that, beyond technical issues, ideological differences among leaders, teachers, and principals can compromise the development of ambitious, equity-oriented instructional policies. Embracing political trends, influenced by federal policies like No Child Left Behind and Race to the Top, may narrow the educational focus to economic goals, emphasizing standardized testing and basic skills. This shift detracts from broader academic objectives, such as fostering community engagement and critical thinking. A new study underscores the significant role of ideology in shaping district instructional policies and highlights the potential consequences of aligning with political trends that perpetuate educational inequities for historically underserved communities. Ultimately, the findings illustrate how societal and institutional trends can intensify existing disparities by promoting policies that prioritize narrow economic purposes of schooling over holistic educational goals.

The upcoming implementation of Common Core instructional standards in California is described as a significant transformation for the state's education system. Michael Kirst, President of the California State Board of Education, testified that the Common Core brings about substantial changes by emphasizing deeper learning and moving away from traditional multiple-choice testing. He outlined the extensive work required for successful implementation, emphasizing the need for new policies to align various educational aspects with Common Core standards. California, one of 45 states adopting Common Core, anticipates better alignment with post-secondary study demands, emphasizing a deeper understanding of complex material, particularly in math and nonfiction text analysis. Despite a tighter focus, the standards aim to use fewer, more impactful benchmarks. The current assessment system, reliant on standardized multiple-choice tests, is considered inadequate for measuring Common Core skills. New assessments for English and math are in development, with the state adopting the Smarter Balanced Assessment Consortium. The Common Core provides more curriculum flexibility, abandoning the traditional seven-year textbook adoption cycle in favor of an expedited endorsement process for local districts. Despite the complexity, Kirst expressed confidence in California's ability to navigate this transformative shift, drawing parallels to past successful educational transformations.

"A New Culture of Learning" by Douglas Thomas and John Seely Brown presents a vision of learning in the internet era, emphasizing continuous learning intertwined with daily life. Through the story of Sam, a 9-year-old exploring programming on Scratch, the book illustrates collaborative, imaginative learning within a community setting. The authors echo John Dewey's ideals from 1900, advocating personalized, real-world-connected education. They propose structured yet flexible learning environments, akin to multiuser computer games, challenging the industrial efficiency model dominating 20th-century education. However, implementing these ideas faces resistance from established educational institutions. The book aligns with "Learning 2.0," promoting a shift from batch processing to personalized, experiential learning. Ultimately, while technology transforms learning, societal and legislative changes are crucial to reshape education towards a more adaptable and individualized model.

The recent Interim Status Report on district financial health isn't surprising, indicating 13 districts can't meet obligations this year or the next. An additional 97 face the same problem in the current or subsequent fiscal years, albeit down from last year. However, this report doesn't reflect potential loss of temporary tax revenues or the proposed multi-billion dollar funding deferral. Notably, federal stimulus funds, especially beneficial for districts with more students in poverty, are diminishing. These funds cushioned reductions in district revenue and program cuts. As these funds dwindle, it disproportionately impacts districts with more economically disadvantaged students, who require additional resources. The loss of stimulus funds intensifies the struggle for these districts, significantly affecting their educational resources. In Los Angeles, a recent educational summit aimed to rekindle support for public education. U.S. Secretary of Education Arne Duncan stressed the need for a new labor relationship and urged a data-driven approach to evaluate student performance and teacher effectiveness. The loss of these funds could further strain districts already facing financial instability. This impending financial strain is particularly concerning for districts serving economically disadvantaged students, highlighting the challenges they will face in providing adequate educational resources.

Diversity in education has evolved through tolerance, acceptance, and celebration but now integrates into the essence of teaching and learning. Recognizing unique identities, educators embrace differences, transforming education. California's educators incorporate diverse perspectives into teaching methods, curriculum design, and partnerships, honoring varied experiences. This evolution surpasses mere cultural nods, aiming to intertwine diversity into the fabric of education. Teachers navigate sensitivity, heterodoxy, and intersectionality, fostering inclusive learning. The focus remains on promoting pluralism without compromising academic rigor or ethical standards. The handbook "Studying Diversity in Teacher Education" underscores these progressive concepts, advocating their timely implementation across educational landscapes.

The contemporary education system lacks Learning 2.0 due to misplaced priorities, fixating on regulations and mandates rather than holistic system design and capacity enhancement. To enable Learning 2.0, three crucial actions are imperative. First, embrace 21st Century tools for continuous learning design, fostering experimentation in institutions such as charters and pilot schools. Second, facilitate deregulation, allowing flexible financing and progress evaluation based on subject mastery rather than seat time. Lastly, invest in a learning infrastructure focused on students as end-users, promoting open-source courseware and a network of learning utilities. This transformative approach aims to establish a peer-to-peer collaborative system, emphasizing the importance of the commons where teachers contribute and adapt. The ongoing political battles around technology regulations overlook the essential question of who constructs Learning 2.0. Teachers should serve as educational artisans, actively involved in crafting learning experiences rather than solely managing external learning technology. To support this, the state should fund computer access, incentivize teacher participation, and establish design standards, aligning with Learning 2.0's vision for an adaptable, collaborative educational landscape.