California’s push for universal algebra for 8th graders has led to a rise in students taking algebra but also shows a significant dropout in advanced math courses. Researchers focused on CST results from 2003 to 2011, revealing that while more 8th graders took Algebra I CST, fewer reached higher-level math in grades 9–11. The increase in 8th-grade algebra seemed to double the dropout rate in the pipeline toward higher math courses, especially for students scoring below proficient in 8th-grade algebra. The study found that students who scored proficient in 7th-grade general math had a significantly higher success rate in 9th-grade algebra compared to those below proficient in 8th-grade algebra. It highlighted that preparing students better in Grade 7 Mathematics could be more effective than funneling them into 8th-grade algebra, where more than half struggled to pass. The research calls for a reevaluation of the 8th-grade algebra policy, suggesting the need for alternatives to better support students' future success in math, highlighting the limitations of policy-driven change without effective changes in classroom practices.

The educational landscape in the U.S. features a significant number of English Language Learners (ELLs), yet their funding and educational needs remain understudied. Laws mandate providing resources for ELLs, but research on funding for this group is limited. Costing out studies, used to determine educational costs, lack focus on ELLs, despite their exponential growth. Four primary methodologies assess these costs, but they inconsistently include ELLs. Current research suggests states allocate insufficient funds for K–12 education, and ELLs are not adequately addressed in costing out studies. The literature emphasizes the need for adapted methodologies that account for the complex and diverse needs of ELL students. In California, a hub for ELL education, the discussion around a weighted funding formula prompts consideration of how to incorporate ELL needs. Though there's no definitive funding model for ELLs, existing research offers insights for policymakers, stressing the necessity of considering these students' multifaceted backgrounds and educational requirements. Achieving equity in ELL education necessitates refining costing out methodologies to better understand and cater to their diverse needs. Addressing these complexities is essential to ensure ELLs receive equitable resources for an adequate education.

The challenges faced by California school districts are complex, demanding leaders to navigate diverse educational philosophies and implement explicit equity-oriented policies. A study on an urban California district revealed that, beyond technical issues, ideological differences among leaders, teachers, and principals can compromise the development of ambitious, equity-oriented instructional policies. Embracing political trends, influenced by federal policies like No Child Left Behind and Race to the Top, may narrow the educational focus to economic goals, emphasizing standardized testing and basic skills. This shift detracts from broader academic objectives, such as fostering community engagement and critical thinking. A new study underscores the significant role of ideology in shaping district instructional policies and highlights the potential consequences of aligning with political trends that perpetuate educational inequities for historically underserved communities. Ultimately, the findings illustrate how societal and institutional trends can intensify existing disparities by promoting policies that prioritize narrow economic purposes of schooling over holistic educational goals.

In Tierney and Hallett's chapter, "Homeless Youth and Educational Policy: A Case Study of Urban Youth in a Metropolitan Area," the authors make a significant contribution to understanding and addressing the educational needs of homeless students. They highlight the broadness of the homeless label, emphasizing the diversity of backgrounds and experiences within this group. The focus on high school-aged homeless youth, a fast-growing yet understudied subgroup, is identified as crucial due to the unique challenges they face, including stigma and detachment from supportive relationships. The authors provide a useful typology for understanding the different subpopulations of homeless students, emphasizing the need for nuanced insights into their situations. The chapter also underscores the critical intersection of policy, student/family conditions, and school design in addressing homelessness. The authors' recommendations for school design, despite potential fiscal and political challenges, are praised for their thoughtfulness and ecological awareness. Notably, Tierney's leadership role in advocating for research and action in support of homeless students, given his influential position, is seen as encouraging and likely to have a positive impact on the broader field of education research.

Researchers investigate the efficacy of California's technical assistance response to the Elementary and Secondary Education Act (ESEA) requirements, specifically focusing on District Assistance and Intervention Teams (DAITs) in low-performing districts. A new study spans three years and examines the impact on student achievement in math and English language arts (ELA) for Program Improvement Year 3 (PI3) districts, separating them into DAIT and non-DAIT groups. The findings reveal a statistically significant positive impact of DAITs on math achievement, with suggestive evidence of improvements in ELA scores. Additionally, DAITs contribute to reducing achievement gaps among different student groups. While the study cannot pinpoint the specific actions of DAITs leading to improved outcomes, it highlights their potential role in enhancing focus on data-guided instruction, shaping district culture with high expectations, and increasing within-district accountability. Results suggest that intensive technical assistance interventions, such as DAITs, could be a cost-effective means of improving student achievement in low-performing schools and districts, emphasizing the importance of exploring technical assistance provisions in accountability policies for broader applications.

The upcoming implementation of Common Core instructional standards in California is described as a significant transformation for the state's education system. Michael Kirst, President of the California State Board of Education, testified that the Common Core brings about substantial changes by emphasizing deeper learning and moving away from traditional multiple-choice testing. He outlined the extensive work required for successful implementation, emphasizing the need for new policies to align various educational aspects with Common Core standards. California, one of 45 states adopting Common Core, anticipates better alignment with post-secondary study demands, emphasizing a deeper understanding of complex material, particularly in math and nonfiction text analysis. Despite a tighter focus, the standards aim to use fewer, more impactful benchmarks. The current assessment system, reliant on standardized multiple-choice tests, is considered inadequate for measuring Common Core skills. New assessments for English and math are in development, with the state adopting the Smarter Balanced Assessment Consortium. The Common Core provides more curriculum flexibility, abandoning the traditional seven-year textbook adoption cycle in favor of an expedited endorsement process for local districts. Despite the complexity, Kirst expressed confidence in California's ability to navigate this transformative shift, drawing parallels to past successful educational transformations.

Economists distinguish between two equity principles: horizontal equity treats equals equally, advocating for the same opportunities for all students regardless of their background. Vertical equity suggests unequal treatment for unequal circumstances, providing additional support for students facing various challenges, like those from poor backgrounds or with disabilities. Balancing these principles is complex; determining which differences among students justify differential treatment poses a challenge. Recent years have seen a dominance of the idea that all students should be treated alike, overlooking the need for tailored support. This shift has led to a stalemate in discussions about alternative policies. Advocates for underserved children fear differential treatment could revive harmful tracking practices, while proponents of uniform standards worry it may excuse educators' failures. This fear of the "slippery slope" stifles productive policy conversations, limiting consideration of anything beyond uniform standards. Embracing vertical equity and exploring how schools can better address diverse student needs could invigorate policy debates and offer innovative solutions for improving education. Reaffirming the importance of accommodating varied student requirements might inject fresh perspectives into the education system's functioning.

The assessment policy debate centers on the trade-off between the desire for comprehensive, accurate student performance data and the practical constraints of information's cost. A recent PACE report, in collaboration with the Rennie Center, explores innovative assessment methods promising deeper insights into student learning than current tests offer. These approaches, including computer-adaptive assessment, evaluating English learners, and virtual performance assessments, aim to enhance understanding of students' strengths and weaknesses. While improved assessments could significantly enhance educational strategies, the policy landscape presents challenges. Utilizing this richer data would demand substantial educational system changes, such as organizing and presenting vast amounts of information effectively, adapting curricula, and training teachers to interpret and apply detailed student data. These hurdles are surmountable but necessitate considerable effort. The pivotal policy question revolves around whether the benefits of enhanced assessments justify the extensive work required or if current flawed assessments are sufficient for educational goals.