Community colleges, serving diverse student bodies, often rely on placement tests to assess readiness for college-level coursework, resulting in roughly 80% of new California community college students enrolling in remedial classes. Concerns about accuracy and low completion rates associated with tests like ACCUPLACER and COMPASS have prompted a push for reforms, leading to various experimental changes in college placement policies. A new study explores these policy shifts, comparing the use of MDTP diagnostics with ACCUPLACER, uncovering that the switch negatively impacted remediation, causing fewer students to advance through math sequences and a rise in severe placement errors, indicating increased misplacement rates. Conversely, minor adjustments to placement cutoffs demonstrated no significant effects. Recommendations advocate for integrating MDTP diagnostics into placement policies, exploring lower placement cutoffs over higher ones due to the perceived lesser impact of under-placement compared to over-placement, and utilizing regression discontinuity for a more refined evaluation of placement impacts. These suggestions aim to optimize developmental math placement practices, leveraging diagnostic tools and cautiously adjusting cutoffs to bolster student success.

Researchers consider the transformative changes in teacher evaluation systems following the Race to the Top initiative, emphasizing the adoption of multiple performance measures such as value-added measures and classroom observations. While the majority of states and districts underwent revisions, California notably abstained from statewide reforms. Despite the spotlight on using student test scores, most teachers' ratings primarily stem from classroom observations, especially those teaching non-tested subjects. Initially lacking evidence, recent studies, notably the Excellence in Teaching Project in Chicago Public Schools, reveal that in-depth teacher evaluations focusing on classroom interactions can enhance teaching practices and, consequently, student outcomes. However, these advancements require substantial time commitments from observers, typically principals, and teachers, coupled with comprehensive training and ongoing support. Crucially, while these evaluations demonstrated positive impacts overall, schools facing lower performance and higher poverty witnessed less progress, underscoring the necessity for added resources and support. As California deliberates its evaluation system revisions, researchers urge policymakers to prioritize resources and support for comprehensive teacher evaluations, recognizing their pivotal role in fostering student achievement.

A new study delves into racial and ethnic disparities in academic achievement within California middle schools and their correlation with school climate, a concept encompassing safety, relationships, and participation opportunities. Analyzing data from the California School Climate, Health, and Learning Survey (Cal-SCHLS) across 754 middle schools, the research focuses on Black-White and Hispanic-White racial climate gaps. It identifies differences in students' perceptions of safety, relationships, and participation based on race within the same schools. Notably, Black students reported lower levels of safety and relationships compared to White peers, while Hispanic students experienced lower safety, relationships, and participation opportunities than their White counterparts. The study also links larger racial achievement gaps to corresponding disparities in perceived safety, relationships, and participation. It emphasizes the importance of considering subgroup-specific climates instead of a general school-level assessment. Particularly relevant for California's education system, which integrates school climate measures into its accountability systems, the study highlights the need for targeted action plans addressing diverse subgroup experiences to promote educational equity.

Researchers explore the correlation between classroom physical activity breaks and children meeting recommended daily activity levels, along with their classroom behavior. In California, where Physical Education (PE) is mandated every 10 days, but not daily, some schools incorporated 10-minute physical activity breaks within classrooms. Across 24 elementary schools in six districts, 70% of teachers attempted these breaks, with 44% regularly implementing them, averaging 15 minutes daily. Students in classrooms with these breaks were 75% more likely to meet the 30-minute daily activity goal and exhibited improved classroom behavior—less lack of effort, motivation, or inattention. Notably, only a third received mandated PE minutes, making classroom activity crucial. The findings suggest that evidence-based classroom physical activity breaks offer promise in ensuring adequate physical activity during school hours and positively impacting student behavior. Enforcing mandated PE minutes alongside classroom breaks could optimize physical activity opportunities for students.

A new study examines charter school closures due to financial struggles and explores funding patterns impacting their viability. Analyzing nine years of finance data from California, it compares spending between charter and traditional public schools. Charter schools, receiving 10% less per pupil in revenue, spend 23% less on instruction and 50% less on pupil support services. They allocate less to administrative costs but invest more in consulting services and operations. This suggests cost-saving strategies such as hiring less experienced teachers and employing part-time consultants. While this fiscal flexibility aids financial stability, it raises concerns. Lower spending on essential areas like instruction and support might affect school quality and academic performance. This challenges assumptions about charter schools' autonomy leading to higher spending on instruction. The findings imply a delicate balance between fiscal flexibility and educational quality in charter schools, highlighting potential sustainability concerns if lower spending compromises student outcomes.

A study critically examines middle school educational disparities, particularly among racial minority groups. Despite desegregation efforts in Charlotte-Mecklenburg Schools (CMS), racial segregation in schools and classrooms persisted in 1997. Investigating 8th-grade students' performance, the study found a correlation between racial segregation, classroom tracking, and standardized test scores. Even after accounting for family background and prior achievements, students placed in lower tracks showed lower test scores. Additionally, prolonged exposure to racially segregated schools and tracks resulted in declining academic performance, while attendance in desegregated schools improved outcomes for all students, regardless of their race or background. The study underscores the long-term consequences of segregation, emphasizing its role in perpetuating academic inequalities. While specific to CMS in 1997, the findings highlight the enduring impact of segregation on academic achievement, stressing the crucial need to address racial segregation and tracking in schools for comprehensive educational reform and equitable learning opportunities.

A new study investigates English Language Learners' (ELLs) proficiency development using nine years of student data from Los Angeles Unified School District (LAUSD). It reveals that while speaking and listening proficiency in English is often achieved within two years, reaching literacy-based proficiency takes notably longer, varying from 4 to 7 years for different literacy measures. By middle school, three-fourths of ELLs have been reclassified and exited from English Language (EL) services, with the likelihood of reclassification peaking in upper elementary grades. However, students not reclassified by this phase become less likely to do so, with over 30% eventually qualifying for special education. The study indicates varying reclassification times influenced by factors like initial academic language proficiency in English and students' primary language. It suggests the need for additional enrichment services for secondary ELs and emphasizes the importance of early high-quality preschool programs for academic language proficiency. The findings advocate for data-informed redesigns of federal and state assessment systems to accommodate diverse language acquisition trajectories, ensuring equitable education for ELLs.

The push for scientific literacy has grown, driven by increasing STEM career demands. However, persistent gender and racial/ethnic disparities in science proficiency remain a concern. In a new study, using national data from Grade 3 to Grade 8, researchers find substantial science score gaps among racial/ethnic groups and genders. While the Black-White gap stayed consistent, the Hispanic-White gap narrowed, and the Asian-White gap vanished by eighth grade. Gender gaps slightly decreased but remained present. Yet, controlling for socioeconomic status, prior math/reading achievement, and classroom factors significantly reduced all eighth-grade science gaps, making them statistically insignificant. Notably, the gender gap closely aligns with math differences, and by controlling for math and reading achievement, SES, and classroom aspects, eighth-grade disparities diminish. The study highlights the need for early interventions to bridge these gaps and suggests further research into factors influencing science disparities for future equitable opportunities in STEM fields.

In the drive to intensify middle school math education by augmenting eighth-grade Algebra enrollment, California led the charge, making Algebra the 8th-grade math benchmark in 2008. Over nearly a decade, California witnessed a doubling in eighth-graders taking advanced math, reaching approximately 65%. The initiative aimed to bolster learning in challenging academic settings, grounded in research linking rigorous curricula to higher achievement. A new study delves into this policy's broad-reaching impact, analyzing California's K–12 public school data. We explore how increased 8th-grade Algebra enrollment affects 10th-grade math performance (CAHSEE). The analysis portrays a  discouraging picture, contradicting earlier beliefs. Broad efforts to increase 8th-grade Algebra enrollment negatively impact student achievement in larger districts and show no benefits in smaller or medium districts. Across math domains, these effects persist, from elementary concepts to more advanced subjects like Measurement and Geometry or Algebra I.

The Head Start program, established in 1965, aims to enhance the school readiness of low-income children by providing comprehensive services, including education, health, and family support. This approach targets children’s cognitive and socio-emotional development, health, and family well-being. Researchers using the Head Start Impact Study (HSIS) examined if the program effectively supports at-risk children. By creating risk factors based on the program model, they aimed to determine if Head Start benefits children with higher risk profiles. Results showed a mix of outcomes: while there was no significant improvement in high-risk children’s pre-academic skills, teacher-reported behavior problems were slightly reduced, contrasting with maternal-reported behavior problems, which increased. This suggests Head Start might better address behavioral aspects than pre-academic readiness. The study highlighted the need for better tailoring services to high-risk children, especially in cognitive development, indicating the importance of ongoing research to enhance Head Start's responsiveness to individual needs for better outcomes in school readiness.

Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.

A meta-analysis of 53 cases from 34 publications aimed to understand the impact of school suspensions on student outcomes. It found a consistent negative link between suspensions, particularly out-of-school ones, and academic achievement. Additionally, though data was limited, out-of-school suspension showed a positive association with dropout rates. Factors like gender, race, and socio-economic status influenced these relationships, indicating varied impacts on different groups. The study refrains from making causal conclusions, but it suggests that suspensions might contribute to lower achievement due to reduced learning opportunities and disengagement from school. Disproportionate suspension rates among low-income, urban, and minority students raise equity concerns. Encouragingly, California's limitations on suspension for minor disruptions might be a progressive step. The study advocates for evidence-based strategies focusing on behavior improvement, alternatives to suspension, better educator training, and consistent review of disciplinary data for informed decision-making to reduce suspension rates and their negative impacts on students.

Schools face the dual responsibility of educating children and providing health services to over a million students in California with special health care needs (SHCN). These students are at higher risk of academic struggles and absenteeism. However, schools often lack awareness of these students’ conditions, neglecting their unique health needs. The absence of specific regulations leaves decisions about health services and staffing to individual districts. Alarmingly, 57% of districts in 2013 had no school nurses, while those with nurses had ratios far exceeding recommended levels. In the absence of nurses, unlicensed staff handle critical health procedures. The lack of state guidance and dedicated funding exacerbates these challenges. To address this, California should mandate systematic identification and care for students with SHCN, track health emergencies, monitor attendance and educational outcomes, and ensure standardized training for all staff delivering health services. These steps could safeguard the health and academic success of all students, aligning with the proven link between health and academic performance.

Test-based accountability has become standard in education, with 16 states and the District of Columbia mandating the retention of third-grade students falling below reading benchmarks. Grade retention has been debated for years; supporters argue it boosts future achievement, while critics highlight its emotional toll. In “Hold Back to Move Forward? Early Grade Retention and Student Misbehavior,” I delve into an often-overlooked aspect: the impact of retention on disruptive behavior. Determining causality in retention policies is complex, as decisions aren’t random but based on unobservable student traits. To tackle this, I leverage Florida’s policy, analyzing students just below and above the promotion cutoff in a regression framework. A new study reveals short-term effects of retention on increased misbehavior, rising by 40% in the two years post-retention, predominantly among economically disadvantaged and male students. However, these effects fade after three years. Despite short-term academic gains, retention bears the cost of escalated misbehavior. These findings prompt a reevaluation of test-based retention policies that offer instructional support, like California’s, weighing their benefits against the behavioral implications.

School districts have adopted the four-day school week to curb budget deficits, particularly in rural regions like Colorado and Wyoming, with around 10 districts in California following suit by 2011. This schedule change raises questions about its impact on academic performance. Longer class periods allow varied teaching methods and teacher planning, possibly improving student morale and behavior. Yet, concerns arise about teacher stress, student retention, and increased fatigue, especially for younger students. Evaluating this shift rigorously is vital, but few studies exist. Using a difference-in-differences regression and data from Colorado’s CSAP, researchers analyzed 4th-grade reading and 5th-grade math scores in districts that switched to a four-day week against those on standard schedules. Over a third of Colorado districts adopted this schedule. The results showed a significant increase in math scores post-switch, and while reading scores also rose, the change wasn’t statistically significant. The findings suggest no harm to student performance and even hint at improved attendance rates, though they apply primarily to smaller, rural districts, warranting caution in applying these findings more broadly.

Amid budget constraints and the need for a skilled workforce, policymakers explore ways to increase post-secondary education. Barriers for low-income students include achievement, financial, and informational hurdles. Previous research tackled financial obstacles, but recent attention focuses on information barriers. Researchers analyzed if ACT score reports, signaling college readiness in subjects, influenced college enrollment decisions among Colorado students. By comparing those near readiness cutoffs, we assessed the impact of this information. Surprisingly, they found no influence on college enrollment. This could stem from the students' status (near readiness thresholds) or the information’s lack of application guidance. Possible reasons for this could be students already knowing their readiness, the information not being highlighted, or coming too late for impactful changes. These findings suggest the need for clearer, timely, and supported information interventions to drive students’ college-going decisions.

In the U.S., school performance is a pressing concern, leading to policies like grade retention for struggling students. Several factors influence retention, including poverty, behavioral issues, and academic struggles. However, methodological flaws in previous studies have hindered a clear understanding of these predictors. A new study used robust methods and data from the Early Childhood Longitudinal Study–Kindergarten Cohort to analyze grade retention predictors. It found that academic readiness, particularly in reading, math, and general knowledge, strongly influenced retention, surpassing previously identified risk factors like ethnicity, English proficiency, and poverty. Interestingly, once readiness was considered, these traditional risk factors showed no significant influence. Notably, grade retention tended to occur most often by third grade. Researchers provide crucial insights for educators and policymakers to identify and support at-risk students earlier, emphasizing the importance of academic readiness in preventing grade retention.

The investigation into how education-related research is conveyed in the media revealed a stark reality: a mere 1% of the examined news pieces referred to any research, and only a small fraction cited peer-reviewed academic studies. The majority of cited research sources came from government agencies or local districts. Challenges included time constraints for journalists, their difficulties understanding academic research methodologies, and a general lack of education in research literacy among those in the journalism field. Localism and a preference for easily understandable local content heavily influenced the selection of research cited. Additionally, education journalism lacks the structured training available in science journalism. Unlike science fields, education research is context-dependent, less definitive, and often lacks substantial funding or promotional support, leaving researchers to independently publicize their work. Despite potential flaws, peer-reviewed studies serve as a quality control measure. The study highlighted that the research-based evidence in the media might not represent the most robust or crucial work in the field, urging policymakers and the public to acknowledge the limitations of the research presented in news media.

Researchers studied public alternative high schools for at-risk students in the United States and how school staffing and processes relate to graduation rates. They analyzed national data and found significant links between certain factors and graduation rates. Hispanic teachers positively impacted graduation rates, while certain school practices like offering summer academic programs, having consistent teachers, and avoiding traditional grading systems positively affected graduation rates as well. Conversely, practices like traditional grading or having discipline-based departments negatively affected graduation rates. These findings emphasize the need for tailored approaches in alternative schools, highlighting the importance of specific staffing and flexible school structures for at-risk students. It suggests a shift from conventional methods toward more adaptable, student-centered practices to improve the effectiveness of alternative education for at-risk high school students.

A new study investigated how bullied and victimized students utilize School Health Centers (SHCs) in California. They found that these students were more likely to access SHC services compared to non-bullied peers, indicating the significance of SHCs in identifying and supporting affected youth. Analyzing data from over 2,000 high school students across 14 urban public schools with health centers, several trends emerged. SHC usage was common across various ethnic groups, with a higher tendency among victimized students. Despite this, concerns about confidentiality hindered some bullied students from accessing SHC services. The study emphasizes the pivotal role of SHCs in tackling bullying through preventive measures, early detection, and intervention strategies. These centers are well-placed to partner with schools and communities, conduct screenings, and offer a range of support services, including mental health counseling. However, to address remaining confidentiality issues, SHCs must clearly communicate the confidentiality of health information. Resources from California SHC organizations and local adolescent groups can assist in making SHCs more accessible to vulnerable youth.

California has achieved record-high high school graduation rates, but this success doesn't guarantee readiness for postsecondary education. Even students entering California State University often require remediation. National reports, like ACT's, reflect this trend with only a quarter meeting college-readiness benchmarks. While educators acknowledge this issue, the education system remains focused on completion rather than preparing students for what comes after high school. To bridge this gap, a new approach centered on readiness over completion is crucial. Traditional college-readiness evaluations, emphasizing grades and test scores, neglect crucial aspects. To address this, a middle school college-readiness index was developed, integrating diverse factors beyond academics—motivation, behavior, and social engagement—to predict high school outcomes. Surprisingly, eighth-grade indicators predict SAT college-readiness with 88% accuracy, highlighting the significance of non-academic factors. This research underscores the importance of early intervention and a holistic approach to student preparation. It suggests a shift in educational focus toward comprehensive indicators, away from the sole emphasis on grades and tests. By adopting this paradigm shift, the education system can better equip students for postsecondary success, essential in addressing growing economic disparities and realizing the educational system's promise as an equalizer in society.

In the United States, adolescent suicide rates are concerning, with over 15% considering suicide and 7.8% attempting it. Military-connected youth, with a parent in the military, exhibit higher rates of suicidal behavior compared to their non-military peers. A new study using survey data the California Healthy Kids Survey (CHKS) revealed that these youth have increased odds of suicidal thoughts, planning, and attempts, even needing medical treatment for such attempts. Factors like frequent relocations and parental deployments contribute to their heightened risk, compounded by typical adolescent stressors. This calls for better identification and support for military-connected adolescents by healthcare providers, educators, and mental health professionals. Awareness of their unique challenges, including deployments and relocations, is crucial for tailored prevention and intervention strategies. Given California's high number of active military installations, targeted programs for these youth, addressing all aspects of suicidality, are particularly vital.

A current study is exploring the impact of additional literacy classes on average-performing middle school students, aiming to enhance their high school performance and college readiness. In a suburban district with diverse demographics, students were offered extra literacy courses if they scored below the 60th percentile in 5th-grade literacy. While the initial analysis suggested no significant impact, further investigation revealed contrasting effects based on race. Black students experienced notably negative effects, especially in predominantly white schools, seen across both state tests and national measures. Conversely, white, Latino, and Asian students showed uncertain but potentially positive impacts. These findings stress the need for tailored approaches in educational programs, indicating potential harm for initially average-literacy students. The study highlights the complexity of policy outcomes when implemented at school levels, urging policymakers to consider diverse student populations in policy design and implementation. It also underscores the importance of clear communication about policy intent and the unintended consequences of categorizing students based on criteria like cutoff scores.

New research investigates early absenteeism in elementary school, particularly in kindergarten, exploring factors contributing to chronic absence. While existing studies focus on individual and family-level drivers like disengagement and family structure, limited attention has been given to how early childhood programs might impact absenteeism. Analyzing a national dataset, a study reveals that attending center-based care before kindergarten associates with lower chronic absenteeism in kindergarten. However, this link isn't observed when attending such care during the kindergarten year, suggesting that pre-kindergarten experiences shape school attendance more than concurrent reinforcement during kindergarten. Chronic absenteeism affects California's educational and social systems, leading to significant costs and limiting children's potential. The findings emphasize the influential role of early childhood programs in reducing absenteeism, urging a shift from identifying contextual factors to implementing early interventions to counteract this detrimental behavior. This study's insights offer valuable data to inform truancy reduction initiatives and discussions on preventive measures.

A new study delves into teacher perceptions of financial incentives within the context of the Teacher Incentive Fund (TIF) program, examining how rewards influence teacher behaviors and participation. It explores data from a TIF-supported program offering rewards for various achievements. Research shows diverse reactions among teachers based on payout sizes, valuing fairness, linkages to effort, and performance. Larger awards elicited more positive responses and influenced ongoing participation. However, the findings imply these incentives might draw high-performing teachers, raising questions about their impact on reshaping the teacher workforce. Teachers emphasized the importance of fair, linked-to-performance payouts to sustain their engagement in the program. The study highlights crucial design elements for incentive programs, advocating for attainable maximum awards, fairness considerations, credible performance measures, transparent eligibility criteria, and clear payout rules. It urges further research using representative data to comprehend teachers' responses to different incentive combinations over time, essential for refining educator incentive programs.