College graduation rates in the U.S. are low, prompting interest in solutions like "summer bridge" programs, where students take pre-academic year courses. Some attribute low graduation rates to poor academic readiness and slow academic progress. Research shows higher course-taking rates improve graduation chances. Summer bridge programs address these concerns. Analyzing nationally representative college data and a large university system, a new study uses propensity score matching to assess these programs' effects. Nationally, bridge program attendees at community colleges and less-selective four-year colleges were 10% more likely to graduate within six years. Effects were more pronounced among black/Hispanic, first-gen, and lower GPA students. University data revealed immediate benefits—better retention, course performance, and credit completion. While bridge programs aid graduation, institutions should evaluate existing programs before expanding, considering mixed findings elsewhere. Addressing specific academic barriers, like remedial sequences, enhances immediate benefits, showcasing bridge programs as part of a larger strategy to boost graduation rates.

Head Start, the primary federally-funded preschool program in the U.S., serving over 1 million children yearly, emphasizes not just child education but also parental engagement and growth. However, research traditionally prioritizes children’s outcomes over parents’. Leveraging the Head Start Impact Study (HSIS)—the comprehensive evaluation and reporting program initiated in 1998—a new study explores if children’s participation in Head Start affects parents' education and employment. HSIS found short-term benefits for kids, fading by third grade, stirring doubts about long-term effectiveness. Research analysis, considering the family as a unit, discovered that parents of 3-year-olds in Head Start showed greater educational advancements by kindergarten compared to the control group. This effect was particularly pronounced for parents with some college but no degree and African American parents. These findings highlight Head Start's potential to support parents' educational pursuits, offering quality childcare, support networks, and pathways to higher education. This underscores how early education programs like Head Start can bolster parental growth alongside children's development, potentially influencing other similar programs.

Educators face growing pressure to utilize data for informed decision-making, yet the research supporting this movement remains underdeveloped. A recent Educational Administration Quarterly article delves into organizational factors influencing data use, drawing from four California school systems. Across traditional districts and charter management organizations (CMOs), state and federal accountability systems heavily shape data use. These systems prioritize data from state assessments and benchmark exams, crucial for program improvement and attracting families in charter schools. Organizational conditions, like decision-making structures, financial resources, and regulatory environments, impact resource allocation for data use. While financial constraints universally limit efforts, CMOs’ decentralized structures enable investments in human capital and technology. These findings highlight tensions arising from diverse accountability demands and propose revisiting metrics underpinning success. They also suggest avenues for sharing best practices, such as districts aiding teacher support while CMOs demonstrate advanced data management systems. Policymakers can leverage these insights to navigate accountability complexities and foster cross-system learning.

Current approaches to determining college readiness often rely on standardized placement tests in math and English, leading to nearly half of community college students being placed into remedial classes. However, research suggests that a significant portion of students placed in remediation based on these tests could succeed in college-level courses. By examining high school performance alongside placement test scores, studies have shown that using high school achievement data could significantly reduce placement errors and improve success rates in college-level courses. Integrating high school grades in placement decisions has demonstrated remarkable success, with programs like Long Beach City College’s Promise Pathways quadrupling placement rates in college English courses and significantly increasing completion rates in both English and math. These findings have influenced California’s community college system, prompting a shift toward multiple measures for placement, offering a more equitable and effective approach to remedial education. The adoption of a nuanced placement system utilizing various academic measures shows promise for improving outcomes and fairness in remediation.

Education policies often focus on evaluating the effectiveness of interventions without considering their costs. This oversight limits policymakers’ ability to make informed decisions about resource allocation. Understanding intervention costs in relation to their effectiveness is crucial for efficient policymaking. For instance, reducing high school dropout rates, a national priority, could alleviate substantial economic burdens, yet education budgets are limited. Researchers conducted cost-effectiveness analyses on five dropout prevention programs, finding considerable variations in costs and effectiveness. Remedial programs aimed at dropouts were notably more expensive per additional graduate compared to preventative programs, which targeted at-risk students still in school. These findings emphasize the need for cost-effectiveness assessments in educational program evaluations to guide policymaking effectively. Without such analyses, research evidence alone may not provide policymakers with a comprehensive view for decision-making, potentially leading to inefficient resource allocation.

Urban high schools often struggle with low attendance and high dropout rates, contributing to socio-economic and racial academic disparities. Attention has turned to students' experiences during summer breaks and the impact of large-scale summer employment programs on educational success. Recent research delves into the influence of such programs on high school students' attendance and academic achievements in the subsequent school year. Many cities, including those in California, offer publicly-funded summer employment programs not explicitly aimed at improving educational outcomes. Yet, these programs may enhance attendance and other educational factors. Employment can foster non-cognitive skills and positive habits while keeping students engaged during breaks. A new study, utilizing New York City's Summer Youth Employment Program (SYEP) data, employs a lottery system for program allocation, creating a control group for causal analysis. Examining 36,550 applicants, the research reveals a 1 to 2 percent attendance increase on average, particularly beneficial for students at higher educational risk. SYEP also enhances the likelihood of attempting and passing statewide exams, indicating its positive influence despite not affecting test scores. Amid fluctuating public funding for such programs, this study highlights the potential impact of summer employment on academic outcomes. It provides crucial insights, suggesting that while not explicitly education-focused, summer youth employment programs may significantly contribute to addressing low school attendance issues.

Research into the gender gap in STEM fields indicates persistent disparities despite women's similar math abilities and educational achievements. While prior explanations focused on societal perceptions and work-life balance, recent studies, including "Pathways to Science and Engineering Bachelor’s Degrees for Men and Women" and "The High School Environment and the Gender Gap in Science and Engineering," delve into the crucial role of high school experiences in shaping STEM aspirations. Analyzing data from the National Education Longitudinal Study, these studies reveal that if female high school seniors held comparable STEM interests as males, the STEM degree gap could diminish by as much as 82 percent. Notably, disparities among high schools in attracting students to STEM fields based on pre-high school inclinations highlight the impact of factors like robust STEM curricula and reduced gender-segregated activities. Policy implications emphasize the potential effectiveness of high school interventions, signaling the need for further research and targeted strategies, as the lasting influence of the high school environment on STEM orientations presents a promising avenue for narrowing the gender gap in STEM.

A new study compares Hispanic students' performance on Advanced Placement (AP) English exams across California, Texas, and Arizona from 1997 to 2012. Significant differences were found among the states, with Arizona having the highest passing rates, California following, and Texas consistently showing the lowest passing rates. Despite increased Hispanic participation in AP English exams, most students didn't achieve scores for college credit or advanced placement. The College Board urged equity in AP classrooms, advocating for demographic parity in successful AP students. However, none of the states met this criterion for Hispanic students. Placing unprepared students in AP courses was highlighted as an issue, emphasizing the importance of aligning prerequisite curriculum for college readiness. While AP programs aim for wider access, reducing funding without addressing readiness and support risks being wasteful, missing opportunities to prepare students effectively for college. Efforts focusing on prerequisite skills and additional support for students are crucial to ensure AP participation truly aids in college preparation and success.

Recent state policies, such as Proposition 227 in California, advocate integrating English Language Learner (ELL) students into general education classrooms alongside non-ELL peers. While existing research has mainly focused on ELL student outcomes, a new study explores how the presence of ELL students impacts the social development of their non-ELL classmates, an area less explored in prior studies. Utilizing data from kindergarten and first grade students, the study examines the relationship between the number of ELL classmates and the social development of non-ELL students. Findings suggest a positive correlation: higher numbers of ELL classmates relate to reduced problem behaviors and enhanced social skills among non-ELL students. Additionally, teacher training in English as a Second Language (ESL) appears to amplify these positive effects. This understanding holds significance for California's educational landscape, witnessing an increase in ELL students in general education settings. Identifying influential classroom factors can shape more effective practices, particularly in fostering social development, crucial for lifelong educational success.

Teacher evaluation, driven by philanthropic support and federal mandates, heavily incorporates classroom observations in most states, where they carry significant weight—contributing to dismissals in 22 states and the District of Columbia. Despite their prevalence, educators disagree on observation protocols, frequency, announcement practices, and assessment tools. Many states opt for standards-based observations, recently endorsed through research like the Measures of Effective Teaching (MET) study, albeit these assessments were primarily designed to gauge instructional standards rather than predict student outcomes, displaying weak correlations with achievement. The concern over these observations lies in their demanding nature, with numerous scoring criteria and estimated costs of $3 billion annually for nationwide implementation. Calls for innovation in observations, aiming for speed and efficacy, sparked validation studies for the Rapid Assessment of Teacher Effectiveness (RATE). In seven experiments, RATE outperformed benchmarks, accurately identifying effective teachers in just 20 minutes of a lesson using a concise rubric after minimal training. It showcased higher reliability and effectiveness compared to instruments reviewed in the MET study, potentially offering cost-effective, efficient evaluations and early support for struggling teachers, benefitting student learning.

In 1981, the National Commission on Excellence in Education spurred 26 states to heighten graduation requirements in math and science by 1989. Intended to enhance college readiness, these changes raised concerns about increased dropout rates among ill-prepared students. Analyzing data from over 2.8 million individuals, a new study has unveiled worrisome trends. Higher course graduation requirements (CGRs) correlated with elevated high school dropout rates across the board, particularly affecting groups like Black men, experiencing a 1.9 percentage point increase. The increased CGRs showed no significant effect on overall college enrollment. Conversely, they diminished the likelihood of post-high school college attendance for Black women and Hispanic men and women. However, within these groups, individuals less prone to childhood relocations demonstrated improved college degree attainment with heightened CGRs, notably observed among Hispanic men and women. Despite some benefits for specific groups, the study underscores the limited short-term gains from heightened CGRs. It stresses the need to anticipate unintended consequences in policy changes, especially in diverse populations. This insight remains crucial, particularly in implementing more rigorous academic standards, emphasizing the necessity for robust academic and psychosocial support for potentially underprepared students.

In the US, ongoing concerns surround schools' struggles to close educational gaps, especially among English learners (ELs), often overlooked in subjects like science and math. Academic fluency in one's native language, as proposed by Jim Cummins, a prominent figure in bilingual education, is considered vital for acquiring proficiency in a second language across subjects. Recent research examined the link between state education policies emphasizing bilingualism and science achievement among Latino ELs in eight states. Using NAEP data from 2000 and 2005, the study assessed state policies on language acquisition alongside science scores. States with stronger bilingual emphasis showed notably higher science achievement among fourth-grade Latino ELs in 2005, with even moderate support for bilingualism demonstrating benefits. Conversely, shifts towards English immersion in California, Arizona, and Nevada correlated with lower science scores by 2005 among fourth graders. Eighth graders' scores in 2005 and both grade levels in 2000 didn't display this pattern, indicating potential benefits of moderately supportive bilingual policies for smoother integration into science education for ELs.

During financial strain in school districts, counselors face layoffs, notably in California, where over 1,000 students rely on a single counselor. The lack of empirical evidence on counselors' impact possibly leads to their perceived dispensability. Research has predominantly focused on teachers, overlooking the comprehensive influence of counselors beyond attendance and discipline. A new study explores the causal link between additional high school counselors and four-year college enrollment rates. Analyzing National Center for Education Statistics' data from 12 states with mandated student-to-counselor ratios, we used a methodology simulating a randomized experiment. Findings suggest an extra counselor could boost college enrollment by up to 10 percentage points. For instance, in a typical high school with 113 graduating students, this could translate to 11 more students attending four-year colleges. Though unable to pinpoint the exact cause for this impact, counselors' beliefs align; over half advocate for prioritizing a college-going culture. Our research underscores the need for improved counselor staffing, providing evidence for administrators to address sub-optimal counselor levels and their effects on student opportunities.

Performance-based accountability (PBA) encourages using achievement data for school improvement, including student assignment decisions. A recent study focuses on Florida elementary schools under PBA to understand their practices. While all schools used performance data (test scores, course grades) for student assignments, there was little variation between high- and low-performing schools. Despite PBA's intent to assist struggling students, researchers found no significant shift in assigning them to more effective teachers. Schools aimed for balanced classrooms, distributing high, middle, and low performers equally across teachers. Principals emphasized fairness and conducive learning environments over targeting struggling students to specific teachers. This study reveals that while PBA influenced using performance data for assignments, it did not prompt schools to allocate struggling students to the most effective teachers. Principals prioritized fairness, maintaining balanced classrooms, and spreading students evenly across teachers rather than concentrating struggling students with particular educators.

Over the last 15 years, federal and California laws have aided older foster care adolescents in completing high school and accessing higher education. Education is crucial for these youths, often lacking family support. Attainment significantly influences stable employment and self-sufficiency. Despite investments, few studies focus on educational impact for foster care teens. Research in three Midwest states showed small differences in employment and earnings between those with no credential and a GED. High school diploma completion offered a substantial advantage, while some college yielded further benefits, and the highest outcomes were seen in college graduates. On average, former foster care youths earned half of their general population counterparts and faced a 22-point employment gap. However, similar education levels narrowed these gaps, with education impacting foster care youths more than their peers. GED completion didn't significantly alter outcomes, emphasizing the importance of high school diplomas. Legislation emphasizing high school completion and college entry aligns with findings. Yet, to ensure sustained support during degree completion, laws might require reevaluation or expanded partnerships. The California Fostering Connections Act extension to 21 might boost college participation, but higher earnings suggest the need for ongoing support through degree completion.

Over decades, rural areas consistently lose younger residents, especially in economically challenged regions offering unstable work. This outmigration leads to imbalanced demographics, with better-educated individuals leaving and those remaining having lower education and incomes. This shift creates uncertainty about education's significance linked to leaving. Retaining youth becomes vital for rural areas. Recent studies suggest schools inadvertently encourage departure by prioritizing high achievers, yet research involving 9,000 rural students counters this. While high-achieving rural students tend to leave, they share strong community ties and similar desires to depart as their peers. Schools aren't actively pushing students away; instead, students' views on local economies shape their aspirations, irrespective of academic status. This emphasizes rural youths' connections and potential retention if opportunities arise. It underscores the need for national/regional policies supporting rural sustainability, addressing the wider lack of opportunities in rural America. It might not merely be local underinvestment but rather a systemic absence of regional/national investment in rural areas.