In this seminar, PACE researchers will present findings from a study of the second-year of LCFF implementation, focusing on how local leaders are adapting to California’s new finance and accountability systems, identifying some promising approaches to LCFF implementation, and providing implications of the findings for adjustments to the LCFF. The report is based on case studies of LCFF implementation in 7 to 9 California school districts, along with LCAP reviews of over 50 districts and interviews with over 25 County Office of Education leaders.

In this seminar, Ilana Umansky and her colleagues present policy recommendations for improving the educational outcomes of English learner students in California, based on research from the educational opportunities, experiences, and outcomes of EL students conducted in a set of California school districts over the last five years. Their research sheds light on critical issues including EL classification and reclassification policies, the effects of English immersion and bilingual education, and EL students’ access to learning opportunities.

California educators and state leaders have been preparing for Common Core State Standards since 2010, but 2014-2015 is the first academic year that many educators, students, and parents are seeing changes inspired by the reform in classroom practice. In this seminar, Andrea Venezia and Jodi Lewis present findings from their research exploring implementation of the Common Core. The study identifies practices that appeared to help teachers operationalize the Common Core in their classrooms, challenges associated with implementation, and implications for state policy.

Michal Kurlaender and Jacob Jackson present research following up on their statewide evaluation of California’s Early Assessment Program (EAP), an academic preparation program developed jointly by the California Department of Education, the California State Board of Education, and the California State University and implemented in 2004. The goals of the EAP are to bridge the gap between K-12 educational standards in English and mathematics and the requirements and expectations of postsecondary education. In this seminar, Kurlaender and Jackson present new findings on EAP effects at California

As California educators enact the instructional shifts called for by the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS), formative assessment has reemerged as a key practice for moving students toward college and career readiness. Join us for a one-day, hands-on workshop focusing on questions of practice: how can educators embed formative assessment into the classroom and the curriculum, and how can administrators and district leaders embed formative assessment into the culture of schools?

Parents play an important role in their children’s education, but there are substantial differences in the home learning experiences of children by socioeconomic status. In this seminar, Susanna Loeb and Ben York discuss the results of a randomized control trial of READY4K!, a text messaging program for parents of preschoolers designed to help them support their children’s literacy development. Given the extremely low cost and widespread use of text messaging, texting proves to be an attractive alternative for supporting parents.

Californians are just now beginning to recognize the scale and impact of recent policy changes in the state’s education system. The simultaneous adoption and implementation of Common Core State Standards (CCSS) and the Local Control Funding Formula (LCFF) promise large and potentially transformational improvements in the state’s schools and classrooms. PACE has organized this conference to discuss the changes that are underway in California’s accountability system, and to analyze what they mean for the state’s schools and students.

In this seminar, Margaret (Macke) Raymond investigates operator supply in the charter sector in the United States. She examines the performance of individual schools as they opened and grew over their early years. Her analysis expands to consider the likelihood of quality among new schools and networks of schools, called Charter Management Organizations. Using a new method to ensure rigorous comparisons, she compares the performance of charter schools to the traditional public schools with which they compete.

Summer learning loss disproportionately affects low-income students and likely contributes to the achievement gap between students and their higher-income peers. Until now, research has not demonstrated whether voluntary school district summer learning programs offered to large numbers of urban, low-income students can actually make a difference. In this seminar, Catherine Augustine presents early findings from a study that seeks to answer one key question: Can such programs in urban districts improve student achievement and social-emotional outcomes for low-income, low-achieving students?

The Local Control Funding Formula represents the first significant change in 40 years to the way California funds education. It gives school districts greatly expanded flexibility to allocate dollars in ways they believe make the most educational sense for their students. It requires districts to engage parents, community members, and other stakeholders in discussion and deliberation about district services, programs, and priorities. This seminar explores the results of a study of early implementation of LCFF.

A judge’s initial ruling in the Vegara v. California case would eliminate five key provisions in the state’s Education Code that govern teacher employment and dismissal. If upheld on appeal these changes would eliminate some employment protections for teachers, extending the time to “tenure” and limiting the role of seniority in decisions about employment and assignment. This forum will explore the question of whether and how these changes matter in the context of the larger challenge to provide high quality teachers for all students in California schools.

This seminar presents findings on the early implementation of Common Core State Standards (CCSS) in California. Milbrey McLaughlin reports on interviews with educators in all regions of the state, and on their views of how implementation is proceeding in their schools and districts. She reviews some of the key challenges that local educators identify as they move forward with CCSS implementation, and highlights areas where districts, schools, and counties will require more or different support as they continue their implementation efforts.

The instructional transformation that Common Core promises depends on teachers to incorporate formative assessment into classroom practice to elicit and interpret evidence, provide feedback and continuously adapt their teaching to foster students’ learning. This seminar offers an overview of what formative assessment is and why it matters. Educators and researchers will explore the challenges and opportunities in building teachers’ capacity to engage effectively in formative assessment, and identify policy and practice strategies to encourage the use of formative assessment in CA schools.

CA adopted Common Core State Standards and state and local leaders are now engaged in the implementation process. PACE has organized this conference to review the current state of CCSS implementation in California, what we have learned, and what challenges we will have to face going forward. The conference will feature presentations from state officials who are guiding the implementation effort from Sacramento, local leaders who are wrestling with the challenge of implementing CCSS in their schools and classrooms, and researchers who are monitoring the progress of CCSS in districts across CA.

PACE, in partnership with EdSource, invite you to attend a webinar featuring California's Legislative Analyst Mac Taylor on Governor Brown's May Revision of the 2014-15 state budget, what it means for schools and the fiscal outlook for education funding generally. Join us for a thoughtful, information-rich discussion on the state budget in the wake of Prop. 30 and the Local Control Funding Formula, as well as the forecast for Prop. 98 funding and the implications for schools as they implement the Common Core standards and assessments.

PACE, in partnership with EdSource, invite you to attend a webinar featuring CA's Legislative Analyst Mac Taylor on Governor Brown's May Revision of the 2015-16 state budget, what it means for schools and the fiscal outlook for education funding generally. Currently it looks like schools will be the big winners when it comes to revenues they will receive as a result of the state's surging economy. But just how big a winner? And will the schools' windfall come at the expense of other parts of the state budget, including possibly non-education services that are important to a child's well-being?

Gardner Center staff and two institutional partners at the University of Chicago and Brown University, developed and studied the implementation of a CRIS in five urban school districts across the country. The seminar will present the recently-released CRIS Resource Series, including a menu of research-based indicators and six essential elements of CRIS implementation. The seminar includes a discussion of how districts, schools, and state agencies can use a college readiness indicator system to fulfill college readiness mandates and advance equitable access to deeper learning opportunities.

School districts throughout the country are facing mounting accountability pressures to improve student achievement and turn around failing schools. In response to these pressures more than 20 major cities have adopted the portfolio management model of school governance. In this seminar, Katharine Strunk and Julie Marsh will explore how portfolio management is working in the Los Angeles Unified School District's Public School Choice Initiative (PSCI).

As California moves to implement the Common Core State Standards in Math the question of when to introduce key math content has taken on even greater importance. In this seminar, Neal Finkelstein will report findings from a recent comprehensive transcript study on the math pathways that students follow in California, and explore the implications of those findings for developing effective course sequences and placement strategies in the context of CCSS implementation.

SFUSD provides English Learner students with a variety of instructional program options. The district partnered with researchers at Stanford University to investigate the effectiveness of different instructional programs for EL students, and to examine whether they are equally effective for Latina/o and Chinese EL students. In this seminar, Sean Reardon and Ritu Khanna present the findings from this study, including the effects of different EL instructional programs on English language acquisition (CELDT scores), academic skills (CST scores), and reclassification rates.

School districts across California have begun working to implement the Common Core State Standards and to prepare for California’s new assessments. Policy Analysis for California Education and California County Superintendents Educational Services Association are pleased to sponsor six regional leadership sessions on CCSS Systems Implementation. These meetings will introduce you to a variety of strategies, tools and resources that your district can use to support successful implementation of the CCSS.

The QEIA, one of California’s most ambitious intervention programs for low-performing schools, is now in its sixth year of full implementation in nearly 400 schools across the state. In this seminar, Jane Robb and Courtney Malloy will share findings that examine the extent of QEIA program implementation, explain why QEIA works in some schools while other schools continue to struggle, investigate the various impacts of QEIA and uncover promising practices that can be shared with all schools.

In this seminar Tom Dee presents findings from his study of the effects of SIG-funded whole-school reforms in California. He finds that there were significant improvements in the test-based performance of schools receiving SIG grants. His findings suggest that these improvements were largely concentrated among schools that adopted the Turnaround model, which requires the replacement of the principal and at least half of the current teaching staff. Results were also positive by the second year in schools that adopted the Transformation model.

In this seminar Martin Carnoy will present data on achievement gains across U.S. states and persistent variation among states in student performance. He will also discuss various hypotheses that could explain these phenomena with a focus on the particular case of California, which currently is among the lower scoring U.S. states even when social class differences are accounted for. Carnoy’s presentation will assess what we know about the factors that could explain why California’s students are not doing as well as students in other states and may be making less progress.

California’s teacher policies do not match the actual career trajectory that most new teachers follow. In this seminar, Julia Koppich and Dan Humphrey will present results from a 2013 study of California’s state policy system designed to shape beginning teachers’ careers, including induction, clear credentialing evaluation, and tenure. They will discuss several areas in which California policymakers need to reexamine the system in order to ensure that it paves the way for ensuring beginning teachers’ success in the classroom.