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.
PACE research is prominently featured in the repository on chronic absenteeism established by the California Collaborative for Educational Excellence (CCEE). The collaborative serves as a valuable resource hub, offering toolkits, materials, and various other assets related to chronic absenteeism in educational settings. PACE's contribution to this repository includes two research briefs focusing on chronic absenteeism. The first brief involves PACE's in-depth analysis of student chronic absenteeism data from the CORE Districts, exploring the utilization of chronic absence metrics within a multi-metric accountability system. The second brief delves into the chronic absence performance levels of California's districts, schools, and student groups, utilizing recently released data from California's School Dashboard. This brief also investigates the pivotal role played by chronic absence in determining differentiated assistance, providing insights into the impact on school performance. Together, these research briefs offer valuable perspectives and data-driven insights into addressing and understanding chronic absenteeism in the context of California's educational landscape.
After an extensive and inclusive process involving eight hearings, numerous meetings, collaboration with stakeholders, a survey of over thirty organizations, and two years of deliberation by a diverse Commission that included community members and elected officials, the California Assembly Blue Ribbon Commission on Early Childhood Education (BRC) has unveiled its draft recommendations. The draft report, which references PACE's Getting Down to Facts II (GDTFII) report titled "Early Childhood Education in California," provides detailed recommendations across nine key areas. These proposals are informed by input from various sources, a thorough examination of current and past proposals, insights from other states, and existing models within California. The report outlines a comprehensive framework advocating for substantial reforms centered on equity, two-generation policies, and a targeted focus on children, families, and the early care and education workforce. The culmination of this rigorous process underscores the Commission's commitment to shaping meaningful and impactful policies in the realm of early childhood education.
Congratulations to Dr. Susanna Loeb! A joint resolution of the California State Legislature is passed recognizing Dr. Loeb for 20 years of contributing to California Education. The resolution is signed by Senator Ben Allen, of the 26th Senatorial District, and Assemblymember Patrick O’Donnell, of the 70th Assembly District.
Improving bachelor’s degree attainment among Hispanic individuals in California is critical, given their significant representation in the state and the substantial disparity in degree attainment compared to other racial groups. Currently, only 12% of California's Hispanic population holds a bachelor’s degree, notably lower than the 42% among the White population. This disparity, coupled with challenges like lower transition rates from community colleges, projects a shortage of 1.1 million bachelor’s degrees by 2030. Addressing this gap necessitates tailored policies considering the diverse needs and assets within the Hispanic community, particularly across different immigrant generations. Research on parental influences reveals the impact of social networks and engagement in college-aligned actions, significantly boosting the likelihood of Hispanic students attending a four-year institution. Policies need to engage Hispanic parents as essential partners and consider their diverse needs to bridge the degree gap and meet the demands of California’s workforce, especially within the context of the state’s educational funding formula.
California has embraced Social Emotional Learning (SEL) as a crucial aspect of education, integrating emotional management, positive goal setting, empathy, and relationship skills into academic success. This commitment is evident in the state's adoption of SEL components in its educational standards and accountability systems. However, while the state is implementing surveys to gauge school climate, it's yet to fully understand how these relate to academic progress or link social-emotional learning to overall school improvement. The CORE districts have taken strides by measuring specific competencies like self-management and growth mindset, finding that these skills predict student performance at different academic levels. Yet, educators need guidance on using this data for improvement. PACE is studying the CORE districts' innovative accountability system to pinpoint successful policies and practices regarding SEL, aiming to reduce disparities among student sub-groups. Understanding how learning environments foster SEL can inform efforts to improve education across California and potentially nationally. Moving forward, California needs to focus on developing educators' capacity to utilize SEL data effectively and invest in integrating SEL in both school-day and expanded learning environments for continuous 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.
California lawmakers are facing a challenge in how to effectively evaluate schools. Historically, schools have been assessed using a blended approach, combining various factors into a single score, much like blending different ingredients in a soup. However, this method obscures the specific performance details of each school and lacks guidance for improvement. California is moving towards a smarter accountability system resembling how students are evaluated, utilizing a dashboard to showcase eight state priorities. This dashboard provides insights into where schools excel and where they need improvement, considering factors like test score growth, safety, and parental engagement. Despite these efforts, federal regulations are pushing for a single school rating, similar to the outdated blended score method, which recent reports have found to be arbitrary and misleading. Advocates argue for simplicity, but a singular index oversimplifies complex school performance, underestimating parents' ability to comprehend nuanced evaluations. California seeks a more comprehensive and accurate school performance assessment system and urges flexibility from the federal government in designing effective evaluation methods.
In California, the landscape of early childhood education is evolving, moving away from traditional nap times to meet state standards for kids transitioning to kindergarten. However, the system is diverse and fragmented, incorporating various providers, leading to communication challenges and inconsistent quality. Recent studies suggest that aligning Pre–K education with later grades is pivotal for sustained benefits, prompting Governor Jerry Brown to propose a plan for this alignment. Despite this, the final budget didn’t include this alignment, leaving gaps in funding and coordination across the system. Some districts have taken proactive steps, integrating Pre–K into their plans, but hurdles persist, including insufficient funding, low teacher standards, and a lack of alignment between Pre–K and later grades. Addressing these issues demands both local and state-level efforts, advocating for greater alignment, improved teacher training, and adequate funding to create a more coherent education system benefiting all students.
This is one of the most exciting, daunting and critically important moments in California's education policy history. We are all in uncharted territory. Policymakers and educators at all levels of the system are wrestling with the virtually simultaneous implementation of four radically new and promising policy initiatives: the Common Core State Standards (CCSS); computer adaptive assessments developed by the Smarter Balance Assessment Consortium; the Local Control Funding Formula (LCFF); and a new accountability system that focuses on Local Control Accountability Plans (LCAPs) and an evaluation rubric rather than the traditional Academic Performance Index (API) scores. The implementation of these major reforms has redefined the roles and responsibilities of virtually every education actor—from state policymakers to county superintendents to local school boards, teacher, and parents. States across the country are watching to see whether California will succeed in implementing these reforms and how they can replicate parts of what state superintendent Tom Torlakson calls "the California Way."
Evidence shows teachers often begin their careers near their hometowns, a phenomenon known as the "draw of home." This preference affects teacher distribution across districts. In Washington State, data indicates that a significant percentage of districts lack graduates from major teacher education programs, placing them at a hiring disadvantage. The draw of home is powerful, with new teachers ten times more likely to start in their hometown districts than 50 miles away. A new study suggests student teaching placements significantly influence initial job locations. In Washington, 15% of first teaching jobs occur where student teaching took place, while 40% are in the hosting district. Encouraging placements in needy districts could aid teacher hiring and performance. Novice teachers perform better in areas resembling their student teaching demographics. Purposeful placement in such districts could benefit both student teachers and these under-resourced areas. This strategy may improve job placement rates and enhance teacher effectiveness in needy districts.
A new study challenges the prevailing belief that improving school climate and reducing violence directly lead to enhanced academic performance. Analyzing data from California schools over time, it suggests a different causal relationship: improved academic performance appears to drive reduced violence and a better school climate, rather than the reverse. These findings underscore the importance of integrating social-emotional, climate, and violence reduction programs into broader academic reforms rather than treating them as separate entities. The study highlights the necessity of further research in diverse settings using both quantitative and qualitative methods to understand this causal process thoroughly. It emphasizes that schools striving for academic improvement should consider addressing issues of climate and victimization as part of their academic reform efforts, highlighting the potential positive impact on teacher-student relationships. Additionally, the study proposes integrating measures of climate, violence, and academics within state accountability systems, aligning with the Every Student Succeeds Act, to support school improvement initiatives. Such an integrated approach, the study argues, will not only enhance academic outcomes but also ensure student safety, support well-being, and foster positive behaviors.
Fostering positive relationships between teachers and students significantly impacts academic success. Researchers conducted an experiment to explore how highlighting shared beliefs and values between teachers and students might improve these connections. Contrary to common assumptions, the study revealed that when individuals learned about their shared commonalities, their relationships strengthened, leading to enhanced academic performance. The findings challenge prevailing norms that view academic improvement as the primary driver of improved teacher-student relationships. Instead, the research demonstrates that emphasizing shared beliefs and values between educators and students positively affects their interactions and academic outcomes. Moreover, the study discovered that these interventions were especially impactful for historically underserved students—black and Latino students showed significant academic improvement when teachers acknowledged their shared commonalities. This effect significantly narrowed the academic achievement gap between historically underserved and well-served students. The implications extend beyond education, suggesting that acknowledging shared values and fostering connections could address societal issues and promote collaboration. The researchers urge educational institutions and leaders to invest in strategies that enhance teacher-student relationships, underscoring their pivotal role in academic success and their potential to ameliorate social and racial disparities in education.
Principal turnover in the United States has become a pressing issue, with as many as 18% exiting schools annually, associated with detrimental effects like reduced student achievement and increased teacher turnover. While previous studies have focused on predictive models assuming a single type of exiting principal, this research delved into the 2007–08 Schools and Staffing Survey (SASS) and the 2008–09 Principal Follow-up Survey (PFS) from the National Center for Education Statistics (NCES) to identify distinct categories among exiting principals: "Satisfied" and "Disaffected." Satisfied principals, comprising around two-thirds of exits, displayed high satisfaction, influence, and minimal school climate issues. In contrast, Disaffected principals, about one-third of exits, reported lower influence, negative attitudes, and more climate problems. Specifically, Disaffected principals felt restricted in setting curriculum and standards, lacked enthusiasm for their role, and often considered transferring out. The study highlights that universal approaches to address turnover might not effectively target the Disaffected minority, suggesting the need for tailored strategies to combat principal turnover.
A new study focuses on the anticipated advantages of charter schools compared to public schools, particularly in terms of teacher autonomy and accountability. While the charter school system was envisioned to provide educators with more freedom and responsibility, this research sought to verify these assumptions. Analyzing teacher survey data, the study found that teachers in charter schools indeed experienced more autonomy than those in public schools. However, there was no significant disparity in how accountable they felt. Interestingly, within the charter school realm, teachers in schools run by Educational Management Organizations (EMOs) reported less autonomy compared to teachers in independent charter schools, with a parallel level of accountability. The research suggests that excessive administrative red tape, especially prevalent in public schools and EMO-run charters, may hinder teacher autonomy. This raises concerns about the accountability aspect of the charter school arrangement and calls for improvements in both sectors. Public schools might benefit from reducing unnecessary administrative burdens to enhance teacher autonomy, while charter schools, especially EMO-run ones, need to address issues hindering teacher independence and accountability fulfillment.
In low-performing, high-poverty schools with high teacher turnover, the focus often shifts from replacing ineffective teachers to retaining the most effective ones. Tennessee initiated a $5,000 retention bonus for top-rated teachers in the lowest-performing schools. Analyzing its impact, the program significantly increased retention of high-performing instructors in tested subjects, up by about 20%. These retained teachers outshined potential replacements, exhibiting a 1.64 standard deviation increase in effectiveness compared to likely new hires. Yet, this bonus had no significant effect on untested subject teachers, suggesting that one-time incentives might not offset systemic issues in the teacher evaluation system. Schools with disadvantaged students face a crucial need to retain effective teachers, as teacher concentrations in such settings often negatively affect working conditions. While retention bonuses show promise, other factors beyond monetary rewards influence teacher retention, calling for further exploration of working conditions, policy incentives, and compensation interactions. However, these targeted bonuses prove cost-effective and advantageous compared to turnover-related expenses, potentially offering significant benefits to students by retaining highly effective teachers.
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.
New research into the substantial population of current and former English learners (ELs), making up 40% of California's public-school attendees, emphasizes the vital need for equitable policies promoting both English proficiency and academic success among ELs. The study explores effective strategies concerning EL reclassification, use of native language, core curriculum access, and assessment. The research sheds light on the average duration for reclassification from EL to fluent English proficiency, highlighting the potential benefits of bilingual education programs over English immersion regarding reclassification rates. Researchers advocate for alignment between reclassification criteria and English proficiency constructs, stressing the importance of coordinated services during the EL and Fluent English Proficient (FEP) stages. Additionally, the study underscores the positive impact of bilingual education and dual immersion programs on EL academic outcomes while emphasizing the necessity for fair assessment accommodations, acknowledging potential biases in standardized tests and the significance of tailored accommodations for EL students. This comprehensive approach aims to guide policymakers and educators toward diverse policies and services for enhancing EL academic achievements.
Researchers explore the effectiveness of different preschool pathways for low-income children, specifically comparing Head Start and state pre-kindergarten (pre–k) programs. They assess the impact of funding two years of Head Start versus a combination of one year of Head Start followed by one year of pre–k. Analyzing data from an Oklahoma pre–k study, the team investigates the outcomes of children who experienced Head Start at age 3 transitioning to pre–k at age 4 against those who continued Head Start at age 4. Their findings reveal that children attending Head Start at age 3 and moving to pre-k at age 4 exhibit stronger pre-reading skills than those in Head Start at age 4. Notably, the effect of pre–k on early reading skills exceeds that of Head Start by a significant margin. The difference in program design and curriculum experiences at age 4 seems to influence these variations in skill development. The study emphasizes the importance of exploring these preschool pathways further across diverse program settings to comprehend their distinct impacts and the underlying reasons for their effectiveness.
A current study analyzes the outcomes of students in Washington State's Community and Technical Colleges over seven years after enrollment. Researchers examine wage increases and employment patterns based on the type of credentials earned—short-term certificates, Associate Degrees, and Long-Term Certificates. The study highlights the significant economic benefits and enhanced employability associated with Associate Degrees and Long-Term Certificates, except for Humanities Associates Degrees, which show minimal wage increases. Interestingly, short-term certificates fail to contribute to increased wages or employment likelihood beyond earning college credits. The findings emphasize the need for prioritizing investment in credentials with higher market value, like Associate Degrees and Long-Term Certificates, despite their higher cost compared to short-term certificates. This is crucial, especially as there's been increased funding for short-term certificates despite their limited returns, as indicated in various state studies. Additionally, advocating for stackable short-term certificates to align with longer-term credentials could enhance the value of these programs. Lastly, efforts to guide students towards higher-return career pathways from the Humanities and Social Sciences, perhaps through early career awareness initiatives, are suggested.
An Institutional-level Analysis of the California Community College System
Commentary authors
Angelica M.G. Palacios
Nexi Delgado
J. Luke Wood
Published
Summary
Research on community college education, particularly for men from diverse racial and ethnic backgrounds, investigates the impact of different learning styles on academic success and course retention. Comparing face-to-face instruction with various online methods, findings reveal that Asian, Black, Latino, and White men generally fare better in traditional in-person classes. Online learning formats don't consistently outperform face-to-face instruction except for Black men, who show higher success rates with asynchronous learning involving multimedia. A new study highlights the effectiveness of in-person teaching for these students and recommends expanding online options while ensuring equitable success for diverse racial and ethnic groups. Given the significant proportion of community college students in California and the high representation of racial ethnic minorities, there is a need for special consideration when promoting online education among Asian, Black, Latino, and White men. Further research is urged to identify online teaching methods that replicate the benefits of face-to-face learning, focusing on variations in online material presentation and classroom interactions.
The academic performance gap between English learners (ELs) and non-ELs is significant, roughly a standard deviation in math and reading. There has been a debate on bilingual versus English-only education for ELs, with limited rigorous research. Researchers have recently addressed this by analyzing a large urban district's data, tracking 13,750 EL students from kindergarten through middle school. They compared four EL instructional programs (transitional bilingual, developmental bilingual, dual immersion, English immersion) and their impact on ELs' academic growth in English Language Arts (ELA) and math. Using robust methods that controlled for parental preferences in school selection, researchers found that all bilingual programs show at least equal or better growth in ELA scores compared to English immersion, with dual immersion having the strongest effect. In math, all programs except developmental bilingual show positive growth. Additionally, Latino ELs perform better in bilingual programs than Chinese ELs. Initial English proficiency didn't impact program effectiveness. These findings emphasize the potential of well-designed bilingual programs, especially for Latino ELs, suggesting the importance of reconsidering state bans on bilingual education in public schools to better serve ELs and their communities.
Over the past two decades, charter schools emerged as part of school reform efforts, providing parental choice in education. However, research highlights that despite their intended autonomy and innovation, charter schools have often failed to offer sustainable working conditions for teachers. A new study, focusing on a Los Angeles charter school organization, delves into teachers' experiences leading to unionization in 2005, aiming to understand why choice-based environments pushed educators towards collective action. Teachers described a vibrant yet exhausting professional setting, lacking job security and facing longer working hours compared to district teachers. Despite initial collaboration with school leaders, teachers felt unheard about their working conditions, prompting unionization discussions. Over 60% of teachers voted for a union, desiring sustainable working conditions and a voice in decision-making. However, the governing board resisted, perceiving the union as an impediment to their flexibility. The study emphasizes the struggle of charter school teachers for equitable working conditions and the significance of their collective actions in achieving sustainability. This research remains pertinent in understanding charter school challenges, as highlighted by recent unionization attempts and legal disputes in Los Angeles charter 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.
Researchers exploring the role of school counseling site supervisors in California have discovered gaps in their training and practices. Despite a state requirement for these supervisors to hold credentials as school counselors, there are no established standards or guidelines for their preparation or practice in this role. Out of 220 practicing school counselor site supervisors surveyed, a notable 41% felt unprepared by their counselor education programs for their supervisory role. Furthermore, a significant majority received inadequate training during their graduate programs, with only a small percentage participating in dedicated courses or workshops on supervision. A news study highlights a lack of ongoing supervision for these supervisors, with most indicating a strong interest in receiving proper training, particularly through handbooks, workshops, and conferences. The research underscores the necessity for counselor education programs to take the lead in developing appropriate supervision models, advocating for clearer standards, and fostering collaboration among stakeholders to address this critical need in school counseling.
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.
Data and Evaluation
PACE research is prominently featured in the repository on chronic absenteeism established by the California Collaborative for Educational Excellence (CCEE). The collaborative serves as a valuable resource hub, offering toolkits, materials, and various other assets related to chronic absenteeism in educational settings. PACE's contribution to this repository includes two research briefs focusing on chronic absenteeism. The first brief involves PACE's in-depth analysis of student chronic absenteeism data from the CORE Districts, exploring the utilization of chronic absence metrics within a multi-metric accountability system. The second brief delves into the chronic absence performance levels of California's districts, schools, and student groups, utilizing recently released data from California's School Dashboard. This brief also investigates the pivotal role played by chronic absence in determining differentiated assistance, providing insights into the impact on school performance. Together, these research briefs offer valuable perspectives and data-driven insights into addressing and understanding chronic absenteeism in the context of California's educational landscape.
Early Childhood Education in California Takes a Step Forward
After an extensive and inclusive process involving eight hearings, numerous meetings, collaboration with stakeholders, a survey of over thirty organizations, and two years of deliberation by a diverse Commission that included community members and elected officials, the California Assembly Blue Ribbon Commission on Early Childhood Education (BRC) has unveiled its draft recommendations. The draft report, which references PACE's Getting Down to Facts II (GDTFII) report titled "Early Childhood Education in California," provides detailed recommendations across nine key areas. These proposals are informed by input from various sources, a thorough examination of current and past proposals, insights from other states, and existing models within California. The report outlines a comprehensive framework advocating for substantial reforms centered on equity, two-generation policies, and a targeted focus on children, families, and the early care and education workforce. The culmination of this rigorous process underscores the Commission's commitment to shaping meaningful and impactful policies in the realm of early childhood education.
California State Legislature Resolution Recognizing Dr. Susanna Loeb
Congratulations to Dr. Susanna Loeb! A joint resolution of the California State Legislature is passed recognizing Dr. Loeb for 20 years of contributing to California Education. The resolution is signed by Senator Ben Allen, of the 26th Senatorial District, and Assemblymember Patrick O’Donnell, of the 70th Assembly District.
To Close the Bachelor’s Degree Gap Among Hispanic Youth, Policymakers Must Consider How Parent Networks Matter
Improving bachelor’s degree attainment among Hispanic individuals in California is critical, given their significant representation in the state and the substantial disparity in degree attainment compared to other racial groups. Currently, only 12% of California's Hispanic population holds a bachelor’s degree, notably lower than the 42% among the White population. This disparity, coupled with challenges like lower transition rates from community colleges, projects a shortage of 1.1 million bachelor’s degrees by 2030. Addressing this gap necessitates tailored policies considering the diverse needs and assets within the Hispanic community, particularly across different immigrant generations. Research on parental influences reveals the impact of social networks and engagement in college-aligned actions, significantly boosting the likelihood of Hispanic students attending a four-year institution. Policies need to engage Hispanic parents as essential partners and consider their diverse needs to bridge the degree gap and meet the demands of California’s workforce, especially within the context of the state’s educational funding formula.
Can Social-Emotional Skills Drive Continuous Improvement?
California has embraced Social Emotional Learning (SEL) as a crucial aspect of education, integrating emotional management, positive goal setting, empathy, and relationship skills into academic success. This commitment is evident in the state's adoption of SEL components in its educational standards and accountability systems. However, while the state is implementing surveys to gauge school climate, it's yet to fully understand how these relate to academic progress or link social-emotional learning to overall school improvement. The CORE districts have taken strides by measuring specific competencies like self-management and growth mindset, finding that these skills predict student performance at different academic levels. Yet, educators need guidance on using this data for improvement. PACE is studying the CORE districts' innovative accountability system to pinpoint successful policies and practices regarding SEL, aiming to reduce disparities among student sub-groups. Understanding how learning environments foster SEL can inform efforts to improve education across California and potentially nationally. Moving forward, California needs to focus on developing educators' capacity to utilize SEL data effectively and invest in integrating SEL in both school-day and expanded learning environments for continuous improvement.
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.
Single Score Is a Misleading Way to Judge California’s Schools
California lawmakers are facing a challenge in how to effectively evaluate schools. Historically, schools have been assessed using a blended approach, combining various factors into a single score, much like blending different ingredients in a soup. However, this method obscures the specific performance details of each school and lacks guidance for improvement. California is moving towards a smarter accountability system resembling how students are evaluated, utilizing a dashboard to showcase eight state priorities. This dashboard provides insights into where schools excel and where they need improvement, considering factors like test score growth, safety, and parental engagement. Despite these efforts, federal regulations are pushing for a single school rating, similar to the outdated blended score method, which recent reports have found to be arbitrary and misleading. Advocates argue for simplicity, but a singular index oversimplifies complex school performance, underestimating parents' ability to comprehend nuanced evaluations. California seeks a more comprehensive and accurate school performance assessment system and urges flexibility from the federal government in designing effective evaluation methods.
Pre–K Policymakers Need to Wake from Nap Time
In California, the landscape of early childhood education is evolving, moving away from traditional nap times to meet state standards for kids transitioning to kindergarten. However, the system is diverse and fragmented, incorporating various providers, leading to communication challenges and inconsistent quality. Recent studies suggest that aligning Pre–K education with later grades is pivotal for sustained benefits, prompting Governor Jerry Brown to propose a plan for this alignment. Despite this, the final budget didn’t include this alignment, leaving gaps in funding and coordination across the system. Some districts have taken proactive steps, integrating Pre–K into their plans, but hurdles persist, including insufficient funding, low teacher standards, and a lack of alignment between Pre–K and later grades. Addressing these issues demands both local and state-level efforts, advocating for greater alignment, improved teacher training, and adequate funding to create a more coherent education system benefiting all students.
The PACE Perspective on 'The California Way'
This is one of the most exciting, daunting and critically important moments in California's education policy history. We are all in uncharted territory. Policymakers and educators at all levels of the system are wrestling with the virtually simultaneous implementation of four radically new and promising policy initiatives: the Common Core State Standards (CCSS); computer adaptive assessments developed by the Smarter Balance Assessment Consortium; the Local Control Funding Formula (LCFF); and a new accountability system that focuses on Local Control Accountability Plans (LCAPs) and an evaluation rubric rather than the traditional Academic Performance Index (API) scores. The implementation of these major reforms has redefined the roles and responsibilities of virtually every education actor—from state policymakers to county superintendents to local school boards, teacher, and parents. States across the country are watching to see whether California will succeed in implementing these reforms and how they can replicate parts of what state superintendent Tom Torlakson calls "the California Way."
Strategic Student Teaching Placement
Evidence shows teachers often begin their careers near their hometowns, a phenomenon known as the "draw of home." This preference affects teacher distribution across districts. In Washington State, data indicates that a significant percentage of districts lack graduates from major teacher education programs, placing them at a hiring disadvantage. The draw of home is powerful, with new teachers ten times more likely to start in their hometown districts than 50 miles away. A new study suggests student teaching placements significantly influence initial job locations. In Washington, 15% of first teaching jobs occur where student teaching took place, while 40% are in the hosting district. Encouraging placements in needy districts could aid teacher hiring and performance. Novice teachers perform better in areas resembling their student teaching demographics. Purposeful placement in such districts could benefit both student teachers and these under-resourced areas. This strategy may improve job placement rates and enhance teacher effectiveness in needy districts.
Testing the Causal Links Between School Climate, School Violence, and School Academic Performance
A new study challenges the prevailing belief that improving school climate and reducing violence directly lead to enhanced academic performance. Analyzing data from California schools over time, it suggests a different causal relationship: improved academic performance appears to drive reduced violence and a better school climate, rather than the reverse. These findings underscore the importance of integrating social-emotional, climate, and violence reduction programs into broader academic reforms rather than treating them as separate entities. The study highlights the necessity of further research in diverse settings using both quantitative and qualitative methods to understand this causal process thoroughly. It emphasizes that schools striving for academic improvement should consider addressing issues of climate and victimization as part of their academic reform efforts, highlighting the potential positive impact on teacher-student relationships. Additionally, the study proposes integrating measures of climate, violence, and academics within state accountability systems, aligning with the Every Student Succeeds Act, to support school improvement initiatives. Such an integrated approach, the study argues, will not only enhance academic outcomes but also ensure student safety, support well-being, and foster positive behaviors.
How Learning About Commonalities Can Improve Student-Teacher Relationships and Boost Achievement at School
Summary
Fostering positive relationships between teachers and students significantly impacts academic success. Researchers conducted an experiment to explore how highlighting shared beliefs and values between teachers and students might improve these connections. Contrary to common assumptions, the study revealed that when individuals learned about their shared commonalities, their relationships strengthened, leading to enhanced academic performance. The findings challenge prevailing norms that view academic improvement as the primary driver of improved teacher-student relationships. Instead, the research demonstrates that emphasizing shared beliefs and values between educators and students positively affects their interactions and academic outcomes. Moreover, the study discovered that these interventions were especially impactful for historically underserved students—black and Latino students showed significant academic improvement when teachers acknowledged their shared commonalities. This effect significantly narrowed the academic achievement gap between historically underserved and well-served students. The implications extend beyond education, suggesting that acknowledging shared values and fostering connections could address societal issues and promote collaboration. The researchers urge educational institutions and leaders to invest in strategies that enhance teacher-student relationships, underscoring their pivotal role in academic success and their potential to ameliorate social and racial disparities in education.
Two Types of Principals Who Exit Their Schools
Principal turnover in the United States has become a pressing issue, with as many as 18% exiting schools annually, associated with detrimental effects like reduced student achievement and increased teacher turnover. While previous studies have focused on predictive models assuming a single type of exiting principal, this research delved into the 2007–08 Schools and Staffing Survey (SASS) and the 2008–09 Principal Follow-up Survey (PFS) from the National Center for Education Statistics (NCES) to identify distinct categories among exiting principals: "Satisfied" and "Disaffected." Satisfied principals, comprising around two-thirds of exits, displayed high satisfaction, influence, and minimal school climate issues. In contrast, Disaffected principals, about one-third of exits, reported lower influence, negative attitudes, and more climate problems. Specifically, Disaffected principals felt restricted in setting curriculum and standards, lacked enthusiasm for their role, and often considered transferring out. The study highlights that universal approaches to address turnover might not effectively target the Disaffected minority, suggesting the need for tailored strategies to combat principal turnover.
A Bargain Half Fulfilled
A new study focuses on the anticipated advantages of charter schools compared to public schools, particularly in terms of teacher autonomy and accountability. While the charter school system was envisioned to provide educators with more freedom and responsibility, this research sought to verify these assumptions. Analyzing teacher survey data, the study found that teachers in charter schools indeed experienced more autonomy than those in public schools. However, there was no significant disparity in how accountable they felt. Interestingly, within the charter school realm, teachers in schools run by Educational Management Organizations (EMOs) reported less autonomy compared to teachers in independent charter schools, with a parallel level of accountability. The research suggests that excessive administrative red tape, especially prevalent in public schools and EMO-run charters, may hinder teacher autonomy. This raises concerns about the accountability aspect of the charter school arrangement and calls for improvements in both sectors. Public schools might benefit from reducing unnecessary administrative burdens to enhance teacher autonomy, while charter schools, especially EMO-run ones, need to address issues hindering teacher independence and accountability fulfillment.
Highly Effective Teacher Retention Bonuses
In low-performing, high-poverty schools with high teacher turnover, the focus often shifts from replacing ineffective teachers to retaining the most effective ones. Tennessee initiated a $5,000 retention bonus for top-rated teachers in the lowest-performing schools. Analyzing its impact, the program significantly increased retention of high-performing instructors in tested subjects, up by about 20%. These retained teachers outshined potential replacements, exhibiting a 1.64 standard deviation increase in effectiveness compared to likely new hires. Yet, this bonus had no significant effect on untested subject teachers, suggesting that one-time incentives might not offset systemic issues in the teacher evaluation system. Schools with disadvantaged students face a crucial need to retain effective teachers, as teacher concentrations in such settings often negatively affect working conditions. While retention bonuses show promise, other factors beyond monetary rewards influence teacher retention, calling for further exploration of working conditions, policy incentives, and compensation interactions. However, these targeted bonuses prove cost-effective and advantageous compared to turnover-related expenses, potentially offering significant benefits to students by retaining highly effective teachers.
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.
Establishing Equitable Policies for English Learners
New research into the substantial population of current and former English learners (ELs), making up 40% of California's public-school attendees, emphasizes the vital need for equitable policies promoting both English proficiency and academic success among ELs. The study explores effective strategies concerning EL reclassification, use of native language, core curriculum access, and assessment. The research sheds light on the average duration for reclassification from EL to fluent English proficiency, highlighting the potential benefits of bilingual education programs over English immersion regarding reclassification rates. Researchers advocate for alignment between reclassification criteria and English proficiency constructs, stressing the importance of coordinated services during the EL and Fluent English Proficient (FEP) stages. Additionally, the study underscores the positive impact of bilingual education and dual immersion programs on EL academic outcomes while emphasizing the necessity for fair assessment accommodations, acknowledging potential biases in standardized tests and the significance of tailored accommodations for EL students. This comprehensive approach aims to guide policymakers and educators toward diverse policies and services for enhancing EL academic achievements.
Head Start at Ages 3 and 4 Versus Head Start Followed by State Pre–K
Researchers explore the effectiveness of different preschool pathways for low-income children, specifically comparing Head Start and state pre-kindergarten (pre–k) programs. They assess the impact of funding two years of Head Start versus a combination of one year of Head Start followed by one year of pre–k. Analyzing data from an Oklahoma pre–k study, the team investigates the outcomes of children who experienced Head Start at age 3 transitioning to pre–k at age 4 against those who continued Head Start at age 4. Their findings reveal that children attending Head Start at age 3 and moving to pre-k at age 4 exhibit stronger pre-reading skills than those in Head Start at age 4. Notably, the effect of pre–k on early reading skills exceeds that of Head Start by a significant margin. The difference in program design and curriculum experiences at age 4 seems to influence these variations in skill development. The study emphasizes the importance of exploring these preschool pathways further across diverse program settings to comprehend their distinct impacts and the underlying reasons for their effectiveness.
What is the Economic Value of Community College Degrees and Certificates?
A current study analyzes the outcomes of students in Washington State's Community and Technical Colleges over seven years after enrollment. Researchers examine wage increases and employment patterns based on the type of credentials earned—short-term certificates, Associate Degrees, and Long-Term Certificates. The study highlights the significant economic benefits and enhanced employability associated with Associate Degrees and Long-Term Certificates, except for Humanities Associates Degrees, which show minimal wage increases. Interestingly, short-term certificates fail to contribute to increased wages or employment likelihood beyond earning college credits. The findings emphasize the need for prioritizing investment in credentials with higher market value, like Associate Degrees and Long-Term Certificates, despite their higher cost compared to short-term certificates. This is crucial, especially as there's been increased funding for short-term certificates despite their limited returns, as indicated in various state studies. Additionally, advocating for stackable short-term certificates to align with longer-term credentials could enhance the value of these programs. Lastly, efforts to guide students towards higher-return career pathways from the Humanities and Social Sciences, perhaps through early career awareness initiatives, are suggested.
Is Online Learning the Silver Bullet for Men of Color?
Research on community college education, particularly for men from diverse racial and ethnic backgrounds, investigates the impact of different learning styles on academic success and course retention. Comparing face-to-face instruction with various online methods, findings reveal that Asian, Black, Latino, and White men generally fare better in traditional in-person classes. Online learning formats don't consistently outperform face-to-face instruction except for Black men, who show higher success rates with asynchronous learning involving multimedia. A new study highlights the effectiveness of in-person teaching for these students and recommends expanding online options while ensuring equitable success for diverse racial and ethnic groups. Given the significant proportion of community college students in California and the high representation of racial ethnic minorities, there is a need for special consideration when promoting online education among Asian, Black, Latino, and White men. Further research is urged to identify online teaching methods that replicate the benefits of face-to-face learning, focusing on variations in online material presentation and classroom interactions.
Effectiveness of Four Instructional Programs Designed to Serve English Learners
The academic performance gap between English learners (ELs) and non-ELs is significant, roughly a standard deviation in math and reading. There has been a debate on bilingual versus English-only education for ELs, with limited rigorous research. Researchers have recently addressed this by analyzing a large urban district's data, tracking 13,750 EL students from kindergarten through middle school. They compared four EL instructional programs (transitional bilingual, developmental bilingual, dual immersion, English immersion) and their impact on ELs' academic growth in English Language Arts (ELA) and math. Using robust methods that controlled for parental preferences in school selection, researchers found that all bilingual programs show at least equal or better growth in ELA scores compared to English immersion, with dual immersion having the strongest effect. In math, all programs except developmental bilingual show positive growth. Additionally, Latino ELs perform better in bilingual programs than Chinese ELs. Initial English proficiency didn't impact program effectiveness. These findings emphasize the potential of well-designed bilingual programs, especially for Latino ELs, suggesting the importance of reconsidering state bans on bilingual education in public schools to better serve ELs and their communities.
Becoming Unionized in a Charter School
Over the past two decades, charter schools emerged as part of school reform efforts, providing parental choice in education. However, research highlights that despite their intended autonomy and innovation, charter schools have often failed to offer sustainable working conditions for teachers. A new study, focusing on a Los Angeles charter school organization, delves into teachers' experiences leading to unionization in 2005, aiming to understand why choice-based environments pushed educators towards collective action. Teachers described a vibrant yet exhausting professional setting, lacking job security and facing longer working hours compared to district teachers. Despite initial collaboration with school leaders, teachers felt unheard about their working conditions, prompting unionization discussions. Over 60% of teachers voted for a union, desiring sustainable working conditions and a voice in decision-making. However, the governing board resisted, perceiving the union as an impediment to their flexibility. The study emphasizes the struggle of charter school teachers for equitable working conditions and the significance of their collective actions in achieving sustainability. This research remains pertinent in understanding charter school challenges, as highlighted by recent unionization attempts and legal disputes in Los Angeles charter schools.
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.
The Training Needs and Interests of School Counseling Intern Site Supervisors
Researchers exploring the role of school counseling site supervisors in California have discovered gaps in their training and practices. Despite a state requirement for these supervisors to hold credentials as school counselors, there are no established standards or guidelines for their preparation or practice in this role. Out of 220 practicing school counselor site supervisors surveyed, a notable 41% felt unprepared by their counselor education programs for their supervisory role. Furthermore, a significant majority received inadequate training during their graduate programs, with only a small percentage participating in dedicated courses or workshops on supervision. A news study highlights a lack of ongoing supervision for these supervisors, with most indicating a strong interest in receiving proper training, particularly through handbooks, workshops, and conferences. The research underscores the necessity for counselor education programs to take the lead in developing appropriate supervision models, advocating for clearer standards, and fostering collaboration among stakeholders to address this critical need in school counseling.