November 6, 2024 | EdSource

The re-election of former President Donald Trump is certain to bring a period of conflict,tension and litigation between his White House and California’s political and education leaders whose policies and values the president-elect castigates. It also could potentially have major...

August 14, 2023 | KCRW

As nearly half a million Los Angeles Unified School District students head back to school today, they’re joined by a younger cohort than in the past: 4-year-olds. The district is offering universal transitional kindergarten at every public elementary school this...

Summary

California is moving forward in the expansion of Universal Transitional Kindergarten (UTK) with schools and districts focusing on the development of facilities and appropriate staffing. But the state needs to boost its focus on high-quality teaching and learning if it is to help all students meet learning goals and ensure an effective return on the state’s investment, according to a new research analysis released today by Policy Analysis for California Education (PACE).

Summary

California’s plan to expand Transitional Kindergarten (TK) into a universal pre-K program for all four-year-olds is a significant investment in children and families. To ensure its success, the state should learn from research on other state pre-K programs and invest in a research infrastructure for formative evaluation. Evidence from various states, including California's TK program, highlights the benefits of quality pre-K, but challenges in implementation exist. A crucial study on Tennessee’s Statewide Voluntary Pre-K (TN-VPK) showed mixed outcomes, revealing the complexities of scaling such programs. The TN-VPK study faced limitations in data collection, making it challenging to link classroom features to children’s outcomes. California must fund a research system for ongoing data collection at the child, classroom, and school level to evaluate the implementation of its universal pre-K program. This infrastructure should focus on structural classroom features, classroom interactions, children’s experiences, and details about where children spend their non-school hours. Such an approach allows for continuous improvement and learning from both successes and challenges encountered during implementation. This investment will be crucial for California's universal pre-K program to create a high-quality educational system for its children.

Suburban Superintendents Reflect and Reimagine
Summary

The COVID-19 pandemic has exposed and worsened existing inequities in suburban schools across California. These inequities encompass varying educational opportunities, outcomes, and disparities in basic needs. In districts like Modesto City Schools and Ontario-Montclair School District (OMSD), the crisis unveiled issues such as food insecurity, lack of technology access, and disparities in extracurricular activities, exacerbating the preparation and opportunity gaps. However, this crisis has also spurred a readiness for change and opportunities to address these disparities. It has prompted educators and community partners to reimagine schooling with equity as a focal point, aided by federal and state funds for relief efforts. Both districts are leveraging these funds to address digital divides, expand mental health support, redesign educational programs, and enhance staff services. They aim to sustain these changes by advocating for flexibility in spending and funding mechanisms tailored to local needs, recognizing the necessity for ongoing support beyond the pandemic. Looking forward, district leaders envision a transformed education landscape that celebrates diversity and prioritizes equity.

August 6, 2020 | Los Angeles Times

Many teachers, students and their families can agree on one thing after experiencing the unexpected hurricane that was distance learning this spring: It must improve—especially in the earliest grades, transitional kindergarten through second grade. Our youngest students, from ages 4...