Michael W. Kirst discusses the new federal Every Student Succeeds Act (ESSA) and the CA overhaul of accountability based on local control of education policy. The federal law requires multiple measures for accountability, including some with state choice. Databases for English learners will change significantly. Federal requirements for teacher evaluation will be deregulated significantly. State assessments are all over the place and will be hard to summarize. California is building an integrated federal/state/local accountability system that includes 23 metrics, primarily for local use in Local Control Accountability Plans (LCAP) that focus on improving budget strategy. Longitudinal data bases from the past will be difficult to integrate with these policy shifts.

New research into the substantial population of current and former English learners (ELs), making up 40% of California's public-school attendees, emphasizes the vital need for equitable policies promoting both English proficiency and academic success among ELs. The study explores effective strategies concerning EL reclassification, use of native language, core curriculum access, and assessment. The research sheds light on the average duration for reclassification from EL to fluent English proficiency, highlighting the potential benefits of bilingual education programs over English immersion regarding reclassification rates. Researchers advocate for alignment between reclassification criteria and English proficiency constructs, stressing the importance of coordinated services during the EL and Fluent English Proficient (FEP) stages. Additionally, the study underscores the positive impact of bilingual education and dual immersion programs on EL academic outcomes while emphasizing the necessity for fair assessment accommodations, acknowledging potential biases in standardized tests and the significance of tailored accommodations for EL students. This comprehensive approach aims to guide policymakers and educators toward diverse policies and services for enhancing EL academic achievements.

Researchers explore the effectiveness of different preschool pathways for low-income children, specifically comparing Head Start and state pre-kindergarten (pre–k) programs. They assess the impact of funding two years of Head Start versus a combination of one year of Head Start followed by one year of pre–k. Analyzing data from an Oklahoma pre–k study, the team investigates the outcomes of children who experienced Head Start at age 3 transitioning to pre–k at age 4 against those who continued Head Start at age 4. Their findings reveal that children attending Head Start at age 3 and moving to pre-k at age 4 exhibit stronger pre-reading skills than those in Head Start at age 4. Notably, the effect of pre–k on early reading skills exceeds that of Head Start by a significant margin. The difference in program design and curriculum experiences at age 4 seems to influence these variations in skill development. The study emphasizes the importance of exploring these preschool pathways further across diverse program settings to comprehend their distinct impacts and the underlying reasons for their effectiveness.

The academic performance gap between English learners (ELs) and non-ELs is significant, roughly a standard deviation in math and reading. There has been a debate on bilingual versus English-only education for ELs, with limited rigorous research. Researchers have recently addressed this by analyzing a large urban district's data, tracking 13,750 EL students from kindergarten through middle school. They compared four EL instructional programs (transitional bilingual, developmental bilingual, dual immersion, English immersion) and their impact on ELs' academic growth in English Language Arts (ELA) and math. Using robust methods that controlled for parental preferences in school selection, researchers found that all bilingual programs show at least equal or better growth in ELA scores compared to English immersion, with dual immersion having the strongest effect. In math, all programs except developmental bilingual show positive growth. Additionally, Latino ELs perform better in bilingual programs than Chinese ELs. Initial English proficiency didn't impact program effectiveness. These findings emphasize the potential of well-designed bilingual programs, especially for Latino ELs, suggesting the importance of reconsidering state bans on bilingual education in public schools to better serve ELs and their communities.

For more than a decade, LGBTQ students have faced significant challenges in schools, enduring bullying and feeling unsafe, affecting their academic and mental well-being. California's groundbreaking law, AB-537, passed over 15 years ago, marked a pivotal moment, establishing comprehensive protections against discrimination based on sexual orientation and gender identity (SOGI) in education. In response, schools implemented inclusive measures such as teacher training, diverse curriculum, and support groups like gay-straight alliances (GSAs). While earlier studies focused on student perspectives, a recent study analyzes statewide data from over 3,700 teachers and nearly 100 principals in California. The findings reveal that schools emphasizing SOGI-inclusive policies experience reduced bullying, particularly in environments perceived as less safe by teachers, highlighting the significance of these policies in creating safer school climates. This research underscores the importance of combining and accessing varied data sources to gain a comprehensive understanding of school environments, ultimately shifting the focus from individual students to systemic approaches for creating inclusive and safe school environments for all students.

Researchers exploring the role of school counseling site supervisors in California have discovered gaps in their training and practices. Despite a state requirement for these supervisors to hold credentials as school counselors, there are no established standards or guidelines for their preparation or practice in this role. Out of 220 practicing school counselor site supervisors surveyed, a notable 41% felt unprepared by their counselor education programs for their supervisory role. Furthermore, a significant majority received inadequate training during their graduate programs, with only a small percentage participating in dedicated courses or workshops on supervision. A news study highlights a lack of ongoing supervision for these supervisors, with most indicating a strong interest in receiving proper training, particularly through handbooks, workshops, and conferences. The research underscores the necessity for counselor education programs to take the lead in developing appropriate supervision models, advocating for clearer standards, and fostering collaboration among stakeholders to address this critical need in school counseling.

In recent years, interest has grown in school-based interventions targeting executive function to boost academic success. Executive function, crucial for goal-oriented behavior in academics, has shown correlations with weaker academic performance, notably in reading and math. However, uncertainties persist regarding a direct causal relationship. A comprehensive review of 67 studies revealed a moderate link between executive function and academic success, especially in K–12 reading and math. Yet, when accounting for background factors like socioeconomic status or parental education, only a few connections remained robust, suggesting a less straightforward association. While interventions displayed potential in enhancing executive function, they lacked substantial evidence directly connecting these improvements to academic progress. More thorough research is crucial to definitively establish whether enhancing executive function translates into improved academic performance before implementing widespread school programs.

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.