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.

Researchers investigated the impact of the YMCA High School Youth Institute (YI) on low-income urban youth. The comprehensive, year-round program significantly improved the academic performance of participants compared to a matched comparison group. YI students demonstrated higher standardized test scores in English Language Arts and Math, improved attendance, and notably higher academic grades. The success of the YI program stemmed from its comprehensive structure, emphasizing positive youth development through supportive relationships, meaningful engagement, skill-building activities, and technology integration. Key strategies for such programs included diverse academic support such as daily homework assistance, college readiness programs, technology access, GPA-linked internships, and project-based learning aligned with state standards. These programs aimed to develop critical skills while nurturing creativity through hands-on, community-focused learning. Tailoring programs for low-income youth involved a focus on technology proficiency, critical thinking, problem-solving, and information accessibility. Incorporating these elements into out-of-school programs effectively attracts, retains, and positively influences the academic achievement of high schoolers from economically challenged backgrounds.

In the months leading up to high school graduation in California, seniors excitedly anticipate the transition to college or the workforce. However, unforeseen financial and procedural obstacles often jeopardize the college plans of diligent students, resulting in what's termed "summer melt." Research, drawing on national surveys and urban school district data, reveals that 10 to 40 percent of college-intending students fail to enroll after being accepted, especially impacting low-income students and perpetuating socioeconomic disparities. The complexities of post-acceptance tasks, primarily linked to college financing, pose significant barriers. Students face challenges securing additional funds to bridge financial aid gaps and navigating bureaucratic hurdles, lacking guidance during the crucial summer period. Fortunately, interventions during this time have shown promise. Low-cost initiatives, like counselor-led support and text messaging campaigns providing task reminders and links, yielded substantial enrollment increases of 5 to 15 percent. These summer interventions, notably cost-effective compared to other college supports, present a crucial opportunity to assist low-income students. By investing in targeted information and counseling during this window, substantial strides can be made in enhancing college access for these hardworking individuals.

American policymakers prioritize STEM education, yet many high school grads lack STEM readiness. Early science and math education is crucial for future success, suggesting a need for strong elementary STEM foundations. However, an analysis reveals a decline in weekly elementary science instruction, dropping from 3.0 to 2.3 hours between 1993–94 and 2007–08, with a shift towards math and language arts. California notably offered only 1.8 hours per week in 2007–08. More science class time correlated with higher grade 4 NAEP scores, indicating a 12-point difference between four and one-hour instruction. While time mattered, socioeconomic factors significantly impacted achievement disparities. This underscores the necessity of policy shifts at all education levels to ensure equitable science education. Addressing accountability’s influence on curricula and instruction across subjects is vital. Striking a balance and fostering equitable access to quality science education demands systemic policy changes for fair STEM learning opportunities for all students.

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.

Students with Emotional and Behavioral Disorders (EBD) or Attention-Deficit/Hyperactivity Disorder (ADHD) incur significantly higher educational costs due to mandated services, yet face higher suspension rates, lower academic proficiency, and higher dropout rates. However, the selection of accommodations, modifications, and interventions lacks clarity and evidence of effectiveness. A comprehensive literature review identified 68 potential accommodations for EBD/ADHD students, but only 18 studies covering 12 strategies were found, with limited evidence supporting their efficacy. Notably, the widely used strategy of extended time showed no significant benefit and may potentially harm students with ADHD. Recommendations call for policymakers to clarify federal mandates, define accommodations, and promote evidence-based selections. They advocate for increased funding and rigorous research to determine effective interventions and emphasize implementing competency-building interventions alongside accommodations. Adoption of models prioritizing student competency, like the Life Course Model, is encouraged for policymakers and educators to streamline effective accommodation selection. These steps aim to bridge the gap between policy, research, and effective implementation to better support students with EBD/ADHD.

Policymakers aim to enhance educator quality by imposing licensure requirements, yet a recent study in Educational Policy challenges the effectiveness of these barriers. Traditionally-certified teachers, despite extensive training, showed no significant advantage over alternatively-certified teachers in improving student achievement. Surprisingly, higher performance on licensure exams correlated with more effective teaching, and alternatively-certified teachers scored notably higher on these tests, attracting individuals with stronger academic capabilities. This suggests that current licensure screens might not accurately predict classroom success. Both traditional and alternative routes to teaching have pros and cons, but existing barriers exclude effective teachers and admit ineffective ones. Policymakers face two options: refining licensure screens for better prediction or reducing hurdles and allowing local school leaders to make hiring decisions. As no clear method exists to identify the best teachers beforehand, a move toward more flexibility in hiring might offer a pragmatic solution.

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.

Teacher contract limitations on involuntary transfers hinder districts from optimizing teacher distribution. In California and similar areas, these constraints prevent involuntary teacher moves, impacting the allocation of effective teachers. Loosening these restrictions might help strategically place teachers for better outcomes. However, it could also risk transferring ineffective teachers to different disadvantaged schools, potentially harming students. A new study focused on Miami-Dade County Public Schools examined three years of involuntary teacher transfers—around 375 teachers were moved based on the district's best interest. These teachers tended to have higher absences and lower prior student performance. Despite this, the transfers notably improved equity in teacher distribution between disadvantaged and advantaged schools without evidence of moving ineffective teachers between low-performing schools. Transferred teachers reduced absences in new schools, but their impact on student test scores stayed low, often placed in untested grades or subjects. Nonetheless, the policy positively affected teacher productivity and equitable teacher distribution, especially benefiting underserved student populations when strategically implemented.

Co-enrollment, attending multiple colleges simultaneously, notably in California's UC or CSU campuses, lacks extensive research on its varied impacts. A recent study focuses on vertical co-enrollment (mixing two- and four-year colleges) and lateral co-enrollment (attending same-level institutions). Vertical co-enrollment positively affected degree completion and persistence for students starting at four-year colleges and bachelor's-aspiring community college students. However, lateral co-enrollment didn't influence degree completion for either group. These findings hold relevance for California's higher education strategies. Vertical co-enrollment aids community college students in upward transfers to four-year institutions, facilitating smoother transitions and successful degree attainment. Strengthening collaboration between colleges, especially in course articulation, would ensure seamless transfers. Additionally, co-enrolling at community colleges benefits beginning four-year students, especially those seeking cost-effective education. These institutions play a crucial role in supporting students from four-year colleges to attain the necessary coursework for a bachelor's degree. It underscores the responsibility of community colleges in aiding co-enrolled students. Further exploration into nuances of co-enrollment, such as course selection motivations, is essential. This understanding can guide institutions in better serving co-enrolled students and tailoring programs to their needs.

Research consistently highlights disparities in teacher quality, with schools serving disadvantaged students often having less qualified educators. A new study in Education Finance and Policy shifts focus to disparities within schools, finding lower elementary grades (K–2) have teachers with weaker credentials compared to upper grades (3–5) in the same school, impacting the crucial early educational experiences of disadvantaged students. Researchers also explore how school-based accountability programs exacerbate these disparities. No Child Left Behind widened the quality gap between lower and upper grades, prompting principals to shift stronger teachers to higher grades to optimize overall school test performance. For California, heavily invested in early childhood education, this emphasizes the need for quality instruction continuity from preschool to early elementary grades. With early testing starting in second grade, policymakers must consider the unintended consequences of accountability systems on teacher distribution within elementary schools. Otherwise, there is a risk of inadvertently harming children's vital educational development during these crucial formative years.

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.

In the United States, adolescent literacy struggles have prompted concern, particularly in English Language Arts (ELA) classes where the focus shifts from literacy skills to literature concepts despite reading achievement concerns. Amidst the implementation of Common Core State Standards (CCSS), understanding reading development becomes pivotal for ELA teachers, yet discrepancies exist in state licensure requirements. A survey of State Educational Agencies (SEAs) revealed varied standards: only 18 SEAs, including California, mandated reading development knowledge for secondary ELA, with merely five testing this on licensure exams. Most SEAs emphasized content area reading strategies but did not evaluate this knowledge in licensure assessments. These discrepancies pose challenges in implementing CCSS uniformly, potentially hindering effective instruction for struggling adolescent readers in ELA classrooms across states. The prevalent emphasis on content area reading strategies might insufficiently equip ELA teachers to aid struggling adolescent readers, impacting the successful execution of the CCSS.

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.

The United States witnesses frequent school changes among children due to various reasons, contributing to stress and educational disruption, especially among marginalized groups. Scholars suggest schools should foster better relationships with families to minimize unnecessary mobility, yet these strategies often lack rigorous testing. Researchers evaluated the Families and Schools Together (FAST) intervention's impact on reducing mobility by enhancing parent-school relations in low-income Hispanic elementary schools. Overall, the intervention didn't significantly lower mobility rates, with 35-45% of students changing schools. However, for Black families in the intervention, mobility dropped notably, aligning with other groups. The study underscores that school mobility hinges on diverse reasons; while socioeconomic factors might limit interventions' effectiveness, dissatisfaction or social isolation could be mitigated by fostering stronger school-family ties.

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.

The Coleman Report highlighted the strong link between school socioeconomic composition (SEC) and student achievement, supported by subsequent research. However, little focus has been given to school segregation's impact on student attainment, critical for future life outcomes. A new study in the American Educational Research Journal aimed to bridge this gap by examining 10th graders from the Education Longitudinal Study of 2002. The findings revealed that high SEC schools significantly correlated with higher high school graduation and college enrollment rates, with a 68% greater likelihood for 4-year college enrollment. Peer influence and school emphasis on academics emerged as key mechanisms, showcasing positive influences in high SEC schools but negative impacts in low SEC ones. However, low SEC schools often struggle with student disorder linked to their demographics. Addressing the effects of SEC on attainment requires altering school demographics, necessitating integration by resolving structural barriers. While large-scale busing isn't viable, incentivizing neighborhood integration could facilitate successful school integration, allowing states and municipalities to embrace integration plans willingly.

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.