Educational accountability is attracting a lot of political attention—or perhaps lip service—these days in California. Governor Gavin Newsom has signed two bills touted as bringing more accountability to education. Better tracking of how individual students are faring could, and perhaps...
Hundreds of district superintendents in California have offered both support and criticism of the Local Control Funding Formula in a survey, released Wednesday, coinciding with the fifth anniversary of the law that transformed how districts are funded and held accountable...
A compendium of three dozen new studies on California education, involving dozens of researchers, will be released in June, in time to help shape the debate in state elections in November and the next governor’s approach to education. At least...
A new study released last week concluded the implementation of California’s school finance reform, with money targeted to address the needs of students and local districts, is making a significant difference in student outcomes, narrowing achievement gaps between groups of...
New research shows that California’s landmark overhaul of public education finance and accountability is narrowing achievement gaps between groups of students and helping parents learn about school progress, the state Department of Education reported Tuesday. The Learning Policy Institute late...
New research shows that California’s overhaul of public education finance and accountability is narrowing achievement gaps between groups of students and helping parents learn about school progress. The Learning Policy Institute on Friday released “Money and Freedom: The Impact of...
California’s Local Control Funding Formula (LCFF), the school finance overhaul enacted in 2013, is having a measurable positive impact on students’ academic achievement and graduation rates, improving outcomes and narrowing gaps, according to a study released today by the Learning...
PACE’s inaugural conference is the premier event for policymakers, researchers, advocates and other leaders working to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement of California’s education system. Our 2017 full-day conference will engage with...
The State Board of Education has been working for several years to develop a new accountability system based on the Local Control Funding Formula, which the Legislature and governor passed in 2013. In September, the state board will take an...
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.
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.
