A new study assessed the effectiveness of after-school tutoring programs, specifically the Supplemental Educational Services (SES) under No Child Left Behind (NCLB), within Chicago Public Schools. Evaluating these SES providers from 2009 onwards, the research aimed to fairly measure their impact on student achievement by considering student characteristics and school settings. The findings indicated that participating in SES positively influenced student achievement, notably with over 40 hours of tutoring, contributing significantly to annual student gains. Interestingly, there was a decline in hourly rates among providers over time, which correlated with the district's program, and a clear link between provider effectiveness and the number of students served. Successful program attributes, such as effective oversight, coordination, and cost reduction, were identified and could be beneficial for other districts. The strategies developed could be adopted by districts to assess provider effectiveness and provide crucial information to parents, aiding informed decisions. This valuable data could guide California districts granted NCLB waivers in program development and accountability system design. Similar analyses are underway in the Los Angeles Unified School District, highlighting the broader potential application of these findings.

States moved from assessing students' proficiency to using growth models to track academic progress. Researchers analyzed three growth models in a California district, finding more prediction errors for English learners (ELs) than non-ELs. The models often misjudged ELs as remaining non-proficient by 7th grade when they were proficient. This error was more frequent for ELs (16–28%) than non-ELs (13–17%). ELs' steeper learning trajectories might explain this discrepancy; their growth is faster despite early low scores due to language support needs. These model inaccuracies have policy implications, potentially causing unnecessary interventions and not crediting effective instruction in early grades. They could influence the selection of accountability models, especially for student subgroups. Although California hasn't implemented growth-based accountability, it's part of the Smarter Balanced Assessment plans. Notably, the LA Times used a growth model to evaluate teachers, a contentious practice in education due to concerns about validity. The study's evidence questions any model's validity assuming uniform student growth without considering a teacher's student demographics.

In recent years, California's Proposition 30 offered some relief to the Community College system, raising the course sections and reducing waitlisted students. Yet, a crucial problem persists: "seat rationing," limiting access. The Student Success Task Force addressed this through priority policies but faces challenges as these policies inherently prioritize certain students while limiting access for others. The upcoming statewide policy will allow flexibility at the college level, posing concerns about equity. Research on registration policies within California's colleges revealed significant variability in these policies, indicating a need for comprehensive studies on their short- and long-term effects. These policies might disadvantage specific student groups, highlighting the necessity for transparent communication and inter-institutional agreements. Moreover, there is a call to improve systems that help students find alternative courses when their preferences are full, possibly through technology-driven solutions. Finally, there's an urgent need for introspection on the underlying values in these policies as they shift from access to fiscal responsibility and credential completion. Understanding these assumptions is vital for informed decisions about the future of community colleges.

High school counselors, often overlooked, are vital in guiding students toward college. The Pathways to College Act acknowledges their role, yet many schools lack systematic ways to provide crucial college and financial aid information. A national study explored how counseling norms and resources impact college-going rates. Findings revealed that a school's environment significantly shapes its college culture. Counseling departments are crucial, with their workload and focus on college counseling directly influencing a school's atmosphere. Resources like financial aid assistance, college fairs, and college-level courses also impact college attendance rates. Schools were categorized based on counseling structures: divergent, emergent, and convergent. Effective counselor education is vital for meaningful college counseling, and counselor caseloads should align with counseling goals. Beyond counselors, school climate and student attitudes shape the college culture, demanding engagement from administrators to foster a supportive environment. Policy implications stress comprehensive counselor education, aligned caseloads, and broader school involvement in promoting a college-going culture. Understanding a school's counseling structure aids administrators in resource allocation, fostering values that enhance college access for all students.

Year-round school calendars, widely adopted in California due to school crowding, aim to evenly distribute school days. Multi-track calendars, seen as cost-saving, accommodate larger student bodies. There is a belief that redistributing summer breaks could counteract summer learning loss, particularly for disadvantaged students. Research highlights caution regarding year-round schooling. While cost savings are clear, academic gains haven't materialized, impacting high-risk student groups negatively. California showed notably negative effects compared to neutral outcomes in Wake County, North Carolina, where multi-track calendars were used widely. This disparity emphasizes considering demographics; schools with substantial minority or low-income populations may face different challenges. The findings caution policymakers against risking student achievement solely for minor savings. Tailored approaches for schools based on their demographics are suggested. The academic benefits of year-round schooling remain scarce, except for addressing severe overcrowding. Yet, amid tightening budgets, year-round schools are cautiously endorsed as a financial reform, urging further examination and context-specific considerations in policymaking.

The Student Success Act of 2012 in California prompts a restructure of student support services in higher education. A new study evaluating a guidance program at South Texas College offers insights for California policymakers and nationwide. This program aimed to aid students struggling in entry-level math courses, a common hurdle in community colleges. It involved Beacon Volunteers giving brief presentations in math classes about available campus services. The evaluation, using random assignment, showed a 30% increase in tutoring center visits and a 20% drop in math class withdrawals. While overall pass rates didn't significantly rise, part-time students benefited with a 10% increase in pass rates. The study highlights the effectiveness of brief, in-classroom interventions and suggests lessons for researchers and practitioners, emphasizing the feasibility of whole-class randomization, the need for more tutoring center research, and the scalability and affordability of such interventions. It underscores the impact of providing information directly to students before they require assistance, offering valuable insights for educational practices.

Researchers investigate how policy environments influence teacher participation in professional development, focusing on high-stakes (mathematics) and low-stakes (science) subjects. Analyzing a national sample of high school math and science educators, it uses hierarchical linear models to understand these associations. The findings indicate that policy contexts significantly impact teachers' engagement in impactful professional development, particularly in high-stakes subjects. Aligning state standards with assessments emerges as a key policy element driving teachers' involvement in content-focused professional development, especially in mathematics. The research highlights that policy proximity to teachers strengthens these correlations. State and school policies play a crucial role in teachers accessing quality professional development, especially in high-stakes subjects. Policies emphasizing alignment between standards and assessments stand out as influential factors in encouraging teachers to partake in effective professional development.

The "what gets tested, gets taught" adage needs updating to "what gets tested and included in school accountability, gets taught." During No Child Left Behind, science took a backseat to reading and math due to its optional status in accountability measures. Examining states' pre- and post-NCLB performance on NAEP for grades four and eight showed that integrating science into accountability positively impacted fourth-grade scores without affecting math or reading. Eighth-grade results showed no similar link, likely due to dedicated science teachers. Fourth-grade classrooms often burden a single teacher with multiple subjects, leading to a focus on tested areas like reading and math. Research involving fourth-grade teachers in states incorporating science scores confirmed increased science teaching time. California's testing of science from fifth grade misses the earlier integration potential highlighted in this research. While the Elementary and Secondary Education Act reinstated science testing, it still leaves the accountability weight to states. Considering the global need for STEM education, consistently aligning science with reading and math in assessments appears practical. Acknowledging the persistent focus on school accountability, integrating science into assessments is a sensible step to address the current fragmented attention on science education.

Career and technical education (CTE) battles outdated perceptions as a fallback for struggling students. Despite national academic reforms, CTE has evolved, emphasizing college and career readiness through blended academic and technical skills. Federal initiatives like the Perkins Acts transformed CTE into a broader curriculum, aiming to equip students with various skills through career clusters and integrated courses. Analyzing over 7,000 students' transcripts, a recent study found that those taking occupational CTE courses alongside academics showed similar math learning gains to those solely in academic courses. This challenges expectations of CTE's academic impact, particularly amidst initiatives like the Common Core State Standards (CCSS), which emphasize academics and integration. The study questions CTE's effectiveness in improving math learning and suggests the need for refined courses that better reinforce academic skills. It prompts a reevaluation of federal investments in CTE, highlighting the necessity for alignment with evolving academic standards to benefit students' overall educational outcomes.

California, a pioneer in school-based accountability, established the Academic Performance Index (API) in 1999, encompassing subjects and graduation rates. With the move past No Child Left Behind (NCLB), the state aims to enhance the API by embracing student growth, college readiness, and broader academic and social objectives. A RAND study identified additional measures adopted by 20 states, expanding beyond NCLB requirements, including student performance in extra subjects, growth over time, performance indices, and college readiness indicators. Emerging measures cover safe school environments, graduation risk, and interim assessments. RAND suggests customized local indicators, aligned incentives, supportive teaching structures, local validation studies, and collaborative statewide systems to foster comprehensive data collection and decision-making. As the Common Core assessments approach, the paradigm shifts towards redefining student achievement measurement, urging a holistic approach to data collection to inform stakeholders effectively.

This commentary, part of a broader PACE series exploring school finance, speaks to challenges faced by California's Local Control Funding Formula (LCFF). The two biggest problems with the California financial system are inequitable revenue allocations and inefficiencies caused by categorical restrictions. Governor Brown's proposal addresses these issues, but critics argue that the system still has other problems. One major criticism is that there are winners and losers in the system. Under Brown's proposal, the allocations for some districts will look drastically different, with some receiving less than others. This is because current allocations have little connection to the costs of educating students and the characteristics of students and schools. Another alternative is to raise the base so everybody "wins," which would provide more flexibility and a more correlated revenue with costs. However, this system still creates winners and losers because allocations would not be as tightly connected to costs as under the current system. Governor Brown's proposal nevertheless helps solve the two biggest problems with California's school finance system and offers a better alternative to the current financial system.

In examining the state of gifted and talented education (GATE), the impact of financial strains on these programs in California becomes apparent. During budget constraints, districts often slash funding for GATE, leading to drastic program reductions. Despite the belief that gifted students can excel without additional resources, international assessments, like the Trends in International Mathematics and Science Study (TIMMS), reveal American gifted students underperform globally, notably in math and science. This underperformance might stem from the inequitable funding landscape where the average district receives minimal state support ($3.38 per pupil), leaving only a minority with additional funding. Advocating for increased GATE funding seeks to rectify disparities rather than create inequality. The present funding discrepancies result in a form of horizontal inequity, suggesting that access to resources shouldn't hinge on a district's wealth. Encouraging uniform opportunities for gifted students, regardless of district economic status, aligns more with equitable education principles.

California faces declining enrollment in public colleges amid budget cuts, while demanding more graduates. For-profit colleges (for-profits) offer a viable solution. Despite past demonization, for-profits were significant in 2009, enrolling around 400,000 and issuing 1 in 5 long-term certificates or degrees in California. Partnering with for-profits could bridge educational gaps. However, California’s fragmented higher education system needs a unified state-level body to set objectives, assess needs, and regulate institutions. Creating such an entity could streamline education goals and methods. Additionally, revising the federal 90/10 financial aid policy for for-profits could foster quality. Implementing a modified 90/10 rule in California would require at least 10% of students to pay tuition from non-federal sources, ensuring market-driven quality standards. While this wouldn't solve larger strategic issues, it offers an initial step to ensure educational standards while protecting student and taxpayer investments.

The Urban School Leaders (USL) program at California State University Dominguez Hills, backed by a five-year federal grant, embodies a partnership between LAUSD districts and the university. Its goal is to prepare leaders for high-needs schools, enhance staff development, and foster student achievement. Adapting to students' needs and the evolving demands on schools has prompted ongoing reflections and changes within the program. Continual adjustments maintain curriculum rigor while integrating theoretical knowledge with practical experiences. The program's evolution is a collaborative effort involving curriculum review, aligning with standards, and emphasizing research-based practices. Forming and nurturing partnerships with school districts necessitates time, flexibility, and creativity, ensuring meaningful dialogues among stakeholders to address LAUSD's student needs. This ongoing learning process emphasizes the importance of active experiences and reflective learning for educational leaders. The success of the program holds promise for policy implications, establishing a new paradigm in leader development, emphasizing ongoing university-district partnerships, transforming urban communities, and embedding research as a regular practice within educational settings. This model foresees universities becoming hubs for continual development, fostering a transformed educational landscape by nurturing stable communities and promoting ongoing research-driven improvements.

California's education funding system, laden with layered regulations akin to geological strata, restricts innovation and flexibility. Governor Jerry Brown's Local Control Funding Formula (LCFF) proposes a significant overhaul, consolidating scattered funds into a flexible per-pupil grant. This reform aims to empower educators by freeing them from rigid spending rules, shifting focus from compliance to achieving student goals. Additionally, the plan directs extra resources to schools supporting disadvantaged students, offering supplementary aid based on the level of need. Notably, the proposal doesn't reduce funding but allocates more to districts facing greater challenges. The reformation aspires to create a fairer, more efficient, and innovative education finance system, paving the way for a more promising educational landscape in California.

Charter schools have evolved, now aiming to influence traditional districts. Charter Management Organizations (CMOs) are gaining attention as vehicles for reform. In a study of 25 CMOs, factors impacting their growth were analyzed. Positive influences included charter-friendly state policies and local resources like facilities and staff. However, limited funding and strained relations with authorizers restricted growth. State legislation, particularly charter caps and the chartering process, heavily affected CMOs. For California CMOs, the state charter cap and appeal rights enabled scale-up, while funding and facilities posed challenges. Policymakers face questions about facilitating CMO scale-up through state and local policies, treating high-performing CMOs differently during oversight, and supporting CMOs replicating models across state lines. The role of state policies in regulating and aiding high-quality CMOs seeking expansion remains a key consideration.

Educational technology has often fallen short of expectations, but the Internet's emergence could revolutionize learning. It enables individualized learning, tailoring pace and style to students. Adaptive software makes learning smarter, offering support and challenges. Moreover, it reshapes the rigid educational hierarchy into an open network. Despite technology's advancement, policy struggles persist. While development continues, California’s educational model remains antiquated. Strategic policies could shift this landscape. Supporting tech applications in key areas like English Language Learning or Special Education promises significant returns. Deregulation, while not wholesale, could unlock potential by allowing online courses statewide, shifting from seat time-based credit, and introducing the California Diploma. Rather than a single virtual school, a network, Learning 2.0.net, offers diverse resources. It divides into information, learning, and credit systems. It illuminates educational pathways, aggregates quality learning materials, and allows test-based credits, challenging conventional classroom constraints. Internet technology's potential upheaval mandates a transformative educational adaptation. While policy can't control technology’s spread, it can guide its integration, fostering a paradigm shift in public education.

Elementary teachers often feel time-strapped due to high-stakes testing and curricular demands, leading to reduced focus on social studies. In states mandating social studies assessments, teachers allocate roughly 30 extra minutes weekly to social studies compared to non-testing states. Moreover, teachers perceiving more control over their teaching dedicate up to 6 additional hours to social studies. Surprisingly, factors like teacher credentials and school demographics had minimal impact on social studies teaching time. These findings emphasize the link between mandated tests, teacher autonomy, and social studies instruction. Advocating for social studies inclusion in standardized testing, while prioritizing teacher autonomy, is suggested to balance subject emphasis. Encouraging educators' independence might enhance social studies teaching despite test-centric pressures. A new study urges educational leaders to reshape policies, fostering both teacher autonomy and acknowledgment of social studies' importance within the accountability framework.

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 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.