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.

A new study compares Hispanic students' performance on Advanced Placement (AP) English exams across California, Texas, and Arizona from 1997 to 2012. Significant differences were found among the states, with Arizona having the highest passing rates, California following, and Texas consistently showing the lowest passing rates. Despite increased Hispanic participation in AP English exams, most students didn't achieve scores for college credit or advanced placement. The College Board urged equity in AP classrooms, advocating for demographic parity in successful AP students. However, none of the states met this criterion for Hispanic students. Placing unprepared students in AP courses was highlighted as an issue, emphasizing the importance of aligning prerequisite curriculum for college readiness. While AP programs aim for wider access, reducing funding without addressing readiness and support risks being wasteful, missing opportunities to prepare students effectively for college. Efforts focusing on prerequisite skills and additional support for students are crucial to ensure AP participation truly aids in college preparation and success.

Recent state policies, such as Proposition 227 in California, advocate integrating English Language Learner (ELL) students into general education classrooms alongside non-ELL peers. While existing research has mainly focused on ELL student outcomes, a new study explores how the presence of ELL students impacts the social development of their non-ELL classmates, an area less explored in prior studies. Utilizing data from kindergarten and first grade students, the study examines the relationship between the number of ELL classmates and the social development of non-ELL students. Findings suggest a positive correlation: higher numbers of ELL classmates relate to reduced problem behaviors and enhanced social skills among non-ELL students. Additionally, teacher training in English as a Second Language (ESL) appears to amplify these positive effects. This understanding holds significance for California's educational landscape, witnessing an increase in ELL students in general education settings. Identifying influential classroom factors can shape more effective practices, particularly in fostering social development, crucial for lifelong educational success.

Teacher evaluation, driven by philanthropic support and federal mandates, heavily incorporates classroom observations in most states, where they carry significant weight—contributing to dismissals in 22 states and the District of Columbia. Despite their prevalence, educators disagree on observation protocols, frequency, announcement practices, and assessment tools. Many states opt for standards-based observations, recently endorsed through research like the Measures of Effective Teaching (MET) study, albeit these assessments were primarily designed to gauge instructional standards rather than predict student outcomes, displaying weak correlations with achievement. The concern over these observations lies in their demanding nature, with numerous scoring criteria and estimated costs of $3 billion annually for nationwide implementation. Calls for innovation in observations, aiming for speed and efficacy, sparked validation studies for the Rapid Assessment of Teacher Effectiveness (RATE). In seven experiments, RATE outperformed benchmarks, accurately identifying effective teachers in just 20 minutes of a lesson using a concise rubric after minimal training. It showcased higher reliability and effectiveness compared to instruments reviewed in the MET study, potentially offering cost-effective, efficient evaluations and early support for struggling teachers, benefitting student learning.

In 1981, the National Commission on Excellence in Education spurred 26 states to heighten graduation requirements in math and science by 1989. Intended to enhance college readiness, these changes raised concerns about increased dropout rates among ill-prepared students. Analyzing data from over 2.8 million individuals, a new study has unveiled worrisome trends. Higher course graduation requirements (CGRs) correlated with elevated high school dropout rates across the board, particularly affecting groups like Black men, experiencing a 1.9 percentage point increase. The increased CGRs showed no significant effect on overall college enrollment. Conversely, they diminished the likelihood of post-high school college attendance for Black women and Hispanic men and women. However, within these groups, individuals less prone to childhood relocations demonstrated improved college degree attainment with heightened CGRs, notably observed among Hispanic men and women. Despite some benefits for specific groups, the study underscores the limited short-term gains from heightened CGRs. It stresses the need to anticipate unintended consequences in policy changes, especially in diverse populations. This insight remains crucial, particularly in implementing more rigorous academic standards, emphasizing the necessity for robust academic and psychosocial support for potentially underprepared students.

In the US, ongoing concerns surround schools' struggles to close educational gaps, especially among English learners (ELs), often overlooked in subjects like science and math. Academic fluency in one's native language, as proposed by Jim Cummins, a prominent figure in bilingual education, is considered vital for acquiring proficiency in a second language across subjects. Recent research examined the link between state education policies emphasizing bilingualism and science achievement among Latino ELs in eight states. Using NAEP data from 2000 and 2005, the study assessed state policies on language acquisition alongside science scores. States with stronger bilingual emphasis showed notably higher science achievement among fourth-grade Latino ELs in 2005, with even moderate support for bilingualism demonstrating benefits. Conversely, shifts towards English immersion in California, Arizona, and Nevada correlated with lower science scores by 2005 among fourth graders. Eighth graders' scores in 2005 and both grade levels in 2000 didn't display this pattern, indicating potential benefits of moderately supportive bilingual policies for smoother integration into science education for ELs.

During financial strain in school districts, counselors face layoffs, notably in California, where over 1,000 students rely on a single counselor. The lack of empirical evidence on counselors' impact possibly leads to their perceived dispensability. Research has predominantly focused on teachers, overlooking the comprehensive influence of counselors beyond attendance and discipline. A new study explores the causal link between additional high school counselors and four-year college enrollment rates. Analyzing National Center for Education Statistics' data from 12 states with mandated student-to-counselor ratios, we used a methodology simulating a randomized experiment. Findings suggest an extra counselor could boost college enrollment by up to 10 percentage points. For instance, in a typical high school with 113 graduating students, this could translate to 11 more students attending four-year colleges. Though unable to pinpoint the exact cause for this impact, counselors' beliefs align; over half advocate for prioritizing a college-going culture. Our research underscores the need for improved counselor staffing, providing evidence for administrators to address sub-optimal counselor levels and their effects on student opportunities.

Performance-based accountability (PBA) encourages using achievement data for school improvement, including student assignment decisions. A recent study focuses on Florida elementary schools under PBA to understand their practices. While all schools used performance data (test scores, course grades) for student assignments, there was little variation between high- and low-performing schools. Despite PBA's intent to assist struggling students, researchers found no significant shift in assigning them to more effective teachers. Schools aimed for balanced classrooms, distributing high, middle, and low performers equally across teachers. Principals emphasized fairness and conducive learning environments over targeting struggling students to specific teachers. This study reveals that while PBA influenced using performance data for assignments, it did not prompt schools to allocate struggling students to the most effective teachers. Principals prioritized fairness, maintaining balanced classrooms, and spreading students evenly across teachers rather than concentrating struggling students with particular educators.

The enactment of Senate Bill 2042 in California led to the development of the Performance Assessment for California Teachers (PACT) to evaluate teacher candidates. However, PACT's generic approach might not effectively assess English-Language Arts (ELA) candidates, especially in rural border schools where cultural context plays a pivotal role. Researchers examine how PACT assesses ELA candidates in such contexts. Two central inquiries drive the study: the influence of school accountability and available resources on teaching during PACT. Reviewing eight ELA teacher candidates' PACT Teaching Event commentaries revealed constraints like standardized tests and limited resources, hampering candidates' ability to develop culturally relevant teaching methods suited for rural settings. The study suggests enhancing PACT by evaluating candidates' abilities to connect teaching with rural themes, address educational inequalities, foster critical thinking, and promote collaborative learning. It recommends assessing teachers' adaptability within complex sociocultural contexts. Further research is proposed to explore effective learning strategies for bilingual, bicultural students in rural border areas and design culturally sensitive assessments and curricula that accommodate diverse linguistic and cultural backgrounds.

Policymakers are reshaping teacher evaluation by emphasizing student test scores, classroom observations, and elevating the stakes tied to evaluations. Race to the Top mandates states to gauge and reward teachers based on student performance measures like "value-added," which constitutes about half of evaluations in states such as Florida and Ohio. The remaining 50 percent comprises teacher assessments typically conducted by school administrators, influencing decisions on tenure, dismissal, promotion, and compensation. The Measures of Effective Teaching (MET) project explores diverse teacher evaluation methods. However, the relationship between teachers' value-added scores and principals' evaluations remains understudied. A recent study examined 294 teachers in a Florida school district. Comparing principals' ratings and matched value-added scores, researchers found weak correlation between them. Some highly-rated teachers had low value-added scores due to perceived lack of effort or solitary work. Conversely, some low-rated teachers had high value-added scores, attributed to contributions beyond their classrooms and personal challenges. This study highlights that evaluation tools influence not only immediate teacher rewards but also long-term teaching qualities. High stakes on principal evaluations may shift teachers toward visible effort and social interactions, while emphasis on value-added scores might refocus them on classroom activities. Ultimately, the choice of evaluation tools shapes the nature and focus of the teaching profession.

Researchers explored the impact of a Washington state incentive program aimed at increasing the number of National Board Certified Teachers (NBCTs) working in high-poverty schools. The state doubled bonuses for NBCTs in such schools. The study tracked changes in NBCT numbers and their distribution across schools, comparing three groups: NBCTs, all state teachers, and a demographic similar group without NBCT certification. During the study period, the number of NBCTs working as K–12 classroom teachers in Washington significantly increased. There was also a notable rise in the proportion of NBCTs in high-poverty schools. The analysis indicated that NBCTs had similar retention rates but showed more movement between schools compared to non-certified teachers. Additionally, NBCTs in challenging schools tended to stay in the same school at higher rates, suggesting the certification program helped retain experienced teachers in these settings. This study highlights the potential of increased compensation to motivate teachers, especially in challenging schools. However, it suggests the incentive might not have prompted many teachers from non-challenging to challenging schools. It also proposes improvements, such as encouraging groups of NBCTs to move collectively to challenging schools and granting districts more flexibility in determining which schools need NBCTs the most.

Over the last 15 years, federal and California laws have aided older foster care adolescents in completing high school and accessing higher education. Education is crucial for these youths, often lacking family support. Attainment significantly influences stable employment and self-sufficiency. Despite investments, few studies focus on educational impact for foster care teens. Research in three Midwest states showed small differences in employment and earnings between those with no credential and a GED. High school diploma completion offered a substantial advantage, while some college yielded further benefits, and the highest outcomes were seen in college graduates. On average, former foster care youths earned half of their general population counterparts and faced a 22-point employment gap. However, similar education levels narrowed these gaps, with education impacting foster care youths more than their peers. GED completion didn't significantly alter outcomes, emphasizing the importance of high school diplomas. Legislation emphasizing high school completion and college entry aligns with findings. Yet, to ensure sustained support during degree completion, laws might require reevaluation or expanded partnerships. The California Fostering Connections Act extension to 21 might boost college participation, but higher earnings suggest the need for ongoing support through degree completion.

Over decades, rural areas consistently lose younger residents, especially in economically challenged regions offering unstable work. This outmigration leads to imbalanced demographics, with better-educated individuals leaving and those remaining having lower education and incomes. This shift creates uncertainty about education's significance linked to leaving. Retaining youth becomes vital for rural areas. Recent studies suggest schools inadvertently encourage departure by prioritizing high achievers, yet research involving 9,000 rural students counters this. While high-achieving rural students tend to leave, they share strong community ties and similar desires to depart as their peers. Schools aren't actively pushing students away; instead, students' views on local economies shape their aspirations, irrespective of academic status. This emphasizes rural youths' connections and potential retention if opportunities arise. It underscores the need for national/regional policies supporting rural sustainability, addressing the wider lack of opportunities in rural America. It might not merely be local underinvestment but rather a systemic absence of regional/national investment in rural areas.

National concern persists regarding teacher education improvement, yet consensus on effective strategies remains elusive. Emphasis lies on enhancing preservice training and professional development, requiring evidence-based approaches. However, influential studies, like the National Council on Teacher Quality's critique, lack solid evidence, relying on document analysis instead of direct assessment. Impactful teacher education research should exhibit systematic classroom effects, blending quantitative and qualitative methods on a significant scale for broader applicability. However, an analysis of 196 articles from leading teacher education journals in 2012 reveals a limited focus on the impact of teacher education or professional development on teachers and students. While these studies often showed positive outcomes, their scale and depth were insufficient to influence policy. To facilitate informed policymaking, collaboration between education bodies and policymakers is vital to identify crucial research questions. Ensuring adequate funding for comprehensive, large-scale studies is essential, given current limitations. Encouraging diverse expertise within research teams, spanning methodology and diverse backgrounds, can enrich insights and contribute to comprehensive policy formulation.

The debate over education accountability centers on the pressure imposed by high-stakes measures, criticized for favoring high-performing schools and flawed indicators of success under No Child Left Behind. Many states and districts adopt value-added modeling, attributing student achievement changes to schools, aiming for a fairer evaluation considering various factors. A study comparing California's accountability measures (AYP and API) with value-added models in 29 elementary schools supports critiques: AYP and API strongly correlate with student backgrounds, disadvantaging low-SES schools. Conversely, the value-added approach exhibits weaker ties to background, highlighting exceptional performance in some low-SES schools without penalizing those with advanced students. It challenges the notion that sub-800 API schools are universally underperforming. This study urges a reevaluation of accountability measures, considering the benefits of value-added models that don't strongly link performance to student backgrounds. While more research is needed, these findings advocate for discussions about integrating value-added elements into current assessments to foster fairer evaluations in education.

A new survey examines California elementary school officials' awareness of AB-2109, a law tightening personal belief exemptions for school immunizations. Findings revealed limited understanding among respondents, with low awareness and knowledge of the law's details. Only health workers showed better comprehension. Despite this, schools planned to communicate the requirements to parents. Yet, officials highlighted the need for more staff education, district guidance, and support materials. The survey emphasizes the necessity of further information dissemination about AB-2109 to all school staff involved in implementing immunization policies, from enrollment to parent interaction, to ensure effective compliance.

The stringent focus on standardized tests in California has narrowed teaching to align with state assessments, potentially reducing exposure to subjects like the arts, especially for disadvantaged students. To test the impact of arts exposure, a large-scale experiment took students to an art museum. Results showed a significant improvement in critical thinking skills, notably among minority and economically challenged students, with a 9% increase in the critical thinking measure after the museum visit. Despite the modest intervention—a brief museum visit guided by professionals—students reaped notable benefits. This suggests that cultural institution visits could offer meaningful learning experiences. Policymakers and educators should consider targeting such opportunities, especially for disadvantaged students. The study highlights the risk of curtailing such experiences due to budget constraints and test pressures, underscoring the potential loss of valuable outcomes like critical thinking skills. Therefore, preserving or enhancing these experiences is crucial for students' holistic development, particularly for those facing economic challenges.

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.

Over the past decade, surveillance systems and surveys have emerged to monitor student health behaviors, aiding public health approaches in preventing risk behaviors and promoting health. These systems are vital for understanding problems, tracking trends, and shaping interventions. Military-related events negatively impact academic and emotional outcomes for military-connected (MC) children. The Building Capacity in Military-Connected Schools initiative, a collaboration between USC and eight districts, aims to foster inclusive and supportive school environments for both military and nonmilitary students. The California Healthy Kids Survey (CHKS), a comprehensive surveillance system, mandated by the state’s Department of Education, collects data from students, parents, and school staff. The Building Capacity initiative expanded this by including modules specifically addressing military connections. Surveys revealed priorities like bullying, mental health, and threat assessment. Districts used this data to organize workshops, implement new programs, and consider policies for supporting MC students, creating safer and more tailored school environments. These surveillance systems empower districts to develop targeted, evidence-based interventions and policies based on unique school needs and shared concerns.

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.

Researchers investigated teacher hiring in Chicago Public Schools (CPS), exploring if disparities in teacher quality across schools arise from teachers' preferences or principals' hiring practices. Using data from CPS job fairs, they tracked where prospective teachers applied. Schools with fewer disadvantaged students received more applicants. Disadvantage, measured by free/reduced-price lunch eligibility, consistently predicted application rates compared to other school characteristics. Proximity to candidates' homes strongly influenced application choices; candidates favored schools closer to home. African American applicants leaned toward schools with more African American students, while Hispanic applicants preferred more limited English proficiency concentrations. Applicants with math/science degrees applied to schools with better-performing students. This sorting led to fewer applicants in certain schools. The study highlights stark differences in applicant numbers across schools, suggesting that districts may face challenges staffing geographically isolated or disadvantaged schools. Targeted efforts directing more applicants to these schools could alleviate staffing shortages and benefit underserved communities.

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.

Researchers conducted a study examining the impact of individualized student coaching on college persistence rates. They partnered with InsideTrack, a coaching service, and conducted a randomized experiment involving non-traditional college students across different types of universities. InsideTrack coaches interacted regularly with students, focusing on goal setting, daily activities alignment, and skill development like time management and study skills. The coaching intervention led to a 10% increase in persistence during the treatment period and a significant 15% increase in students attending the university a year after coaching ended. This long-term impact is crucial as many interventions' effects usually fade post-treatment. Moreover, coaching was more cost-effective than other interventions like increased financial aid. While the specific mechanisms driving these effects remain unclear, the proactive and personal nature of the coaching, addressing personal struggles more than academic details, and being one of the few personal interactions for online students were noted. The study suggests that external coaching partnerships like InsideTrack could provide a scalable model to aid college persistence. This research illuminates effective strategies to address challenges hindering college student persistence.

In the U.S., a growing trend places over 50% of students with disabilities in general education classrooms, raising concerns about its impact. Research, focused on non-cognitive outcomes like social skills and behaviors, from the Early Childhood Longitudinal Study reveals that classrooms with more disabled peers, especially those with emotional/behavioral disorders, correlate with increased problems and decreased social skills in kindergarten and first-grade students. However, factors like higher academic ability among non-disabled students, experienced teachers, fewer students reading below grade level, and increased teacher special education training can mitigate these effects. This study's significance lies in guiding California's educational policies amid efforts to integrate disabled students, emphasizing the importance of addressing non-academic outcomes crucial for overall success. Understanding these dynamics aids in creating supportive classroom environments for all affected students.