Summary

California’s plan to expand Transitional Kindergarten (TK) into a universal pre-K program for all four-year-olds is a significant investment in children and families. To ensure its success, the state should learn from research on other state pre-K programs and invest in a research infrastructure for formative evaluation. Evidence from various states, including California's TK program, highlights the benefits of quality pre-K, but challenges in implementation exist. A crucial study on Tennessee’s Statewide Voluntary Pre-K (TN-VPK) showed mixed outcomes, revealing the complexities of scaling such programs. The TN-VPK study faced limitations in data collection, making it challenging to link classroom features to children’s outcomes. California must fund a research system for ongoing data collection at the child, classroom, and school level to evaluate the implementation of its universal pre-K program. This infrastructure should focus on structural classroom features, classroom interactions, children’s experiences, and details about where children spend their non-school hours. Such an approach allows for continuous improvement and learning from both successes and challenges encountered during implementation. This investment will be crucial for California's universal pre-K program to create a high-quality educational system for its children.

November 23, 2021 | EdSource

While literacy is often seen as a cornerstone to scholastic achievement, and many parents devote a lot of time and energy into nurturing their small child’s love of reading, studies show that mathematical reasoning ability may be even more crucial...

July 2, 2021 | EdSource

Special education in California has been showered with more than $1 billion in new state and federal money in recent weeks, enough to potentially transform a system that’s been underfunded for decades. Advocates were thrilled with the funding windfall, but...

Suburban Superintendents Reflect and Reimagine
Summary

The COVID-19 pandemic has exposed and worsened existing inequities in suburban schools across California. These inequities encompass varying educational opportunities, outcomes, and disparities in basic needs. In districts like Modesto City Schools and Ontario-Montclair School District (OMSD), the crisis unveiled issues such as food insecurity, lack of technology access, and disparities in extracurricular activities, exacerbating the preparation and opportunity gaps. However, this crisis has also spurred a readiness for change and opportunities to address these disparities. It has prompted educators and community partners to reimagine schooling with equity as a focal point, aided by federal and state funds for relief efforts. Both districts are leveraging these funds to address digital divides, expand mental health support, redesign educational programs, and enhance staff services. They aim to sustain these changes by advocating for flexibility in spending and funding mechanisms tailored to local needs, recognizing the necessity for ongoing support beyond the pandemic. Looking forward, district leaders envision a transformed education landscape that celebrates diversity and prioritizes equity.

May 25, 2021 | EdSource

Given how many kindergartners struggled with remote learning this year and the many families who opted out of kindergarten during the pandemic, experts say it’s likely a lot of children might need to play catch-up this summer before heading into...