California is lagging behind other states in properly overseeing the rise of charter schools and needs to do more to close the achievement gap for English learners, according to a research report released on Monday. The report from Stanford University...
In a newly released study, Susan Moffitt, director of the Taubman Center for American Politics and Policy at Watson, partners with Susanna Loeb, new director of the Annenberg Institute of School Reform, and other researchers for Getting Down to Facts...
In 2007, researchers associated with Stanford University released “Getting Down to Facts,” a massive compendium of studies of California public education. Here was arguably the key takeaway: Public schools have many needs that would benefit from additional funding, but no...
Statement of John Affeldt, Public Advocates Managing Attorney & Education Program Director on Publication of Getting Down to Facts II Studies regarding California Public Schools. We welcome this new research and the contributions it can make to productive policymaking in...
en years ago California’s K-12 education system had the equivalent of a physical exam. Education experts from 32 universities and research organizations across the country studied its inner workings and effectiveness. They examined the state’s school finance and governance systems...
A decade ago, an academic research team produced a massive report on the shortcomings in how California’s K-12 schools educate about 6 million children and adolescents. The “Getting Down to Facts” report was issued just as a very severe recession...
Teachers are responsible for educating and cultivating today’s students—the future of the U.S. democracy and workforce. By 2020, 65 percent of all jobs in the United States will require postsecondary education or training. To be prepared for democratic participation and...
This report highlights the financial stress facing teachers in regions of fast economic growth and high property values. Teachers in the San Francisco Bay Area report far greater financial anxiety than do samples of adults and workers from across the...
Lashing out against low pay and what they see as paltry state spending on education, teachers in West Virginia, Kentucky, Oklahoma — and recently Arizona and Colorado — have made national headlines by walking off the job in unprecedented displays...
California legislators have confirmed what several high-profile reports and nearly anyone involved with students with disabilities have been saying for years about the state’s system of paying for special education: It’s insufficient, inefficient and inequitable. But while succeeding in drawing...
The University of California today announced a major expansion of UC Scout, its online learning program to provide California high school students with free access to the courses they need to be eligible and competitive for admission into college. The...
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...
California’s sweeping education reforms championed by Gov. Jerry Brown have resulted in higher graduation rates and especially sizable gains in math among low-income students in the 11th grade, according to a new study.
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...
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...
The 2008 recession may seem like a long time ago, hitting before Barack Obama began his presidency, but public elementary, middle and high schools around the country are still feeling the pinch from it. The good news is that the most...
One in 4 California school districts received notice that they must work with county offices of education or with a new state agency to improve the education of at least one of their student groups that were ranked among the...
A tax bill passed by the United States House of Representatives would eliminate a deduction for interest paid on student loans, a move that could have an impact on undergraduate and graduate students alike.
Some low-income students in California could face a steep fee increase for Advanced Placement exams this spring following the elimination of a federal subsidy. The cost for each AP exam for these students could climb from $5 or $15 to...
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...
Principal turnover in the United States has become a pressing issue, with as many as 18% exiting schools annually, associated with detrimental effects like reduced student achievement and increased teacher turnover. While previous studies have focused on predictive models assuming a single type of exiting principal, this research delved into the 2007–08 Schools and Staffing Survey (SASS) and the 2008–09 Principal Follow-up Survey (PFS) from the National Center for Education Statistics (NCES) to identify distinct categories among exiting principals: "Satisfied" and "Disaffected." Satisfied principals, comprising around two-thirds of exits, displayed high satisfaction, influence, and minimal school climate issues. In contrast, Disaffected principals, about one-third of exits, reported lower influence, negative attitudes, and more climate problems. Specifically, Disaffected principals felt restricted in setting curriculum and standards, lacked enthusiasm for their role, and often considered transferring out. The study highlights that universal approaches to address turnover might not effectively target the Disaffected minority, suggesting the need for tailored strategies to combat principal turnover.
In low-performing, high-poverty schools with high teacher turnover, the focus often shifts from replacing ineffective teachers to retaining the most effective ones. Tennessee initiated a $5,000 retention bonus for top-rated teachers in the lowest-performing schools. Analyzing its impact, the program significantly increased retention of high-performing instructors in tested subjects, up by about 20%. These retained teachers outshined potential replacements, exhibiting a 1.64 standard deviation increase in effectiveness compared to likely new hires. Yet, this bonus had no significant effect on untested subject teachers, suggesting that one-time incentives might not offset systemic issues in the teacher evaluation system. Schools with disadvantaged students face a crucial need to retain effective teachers, as teacher concentrations in such settings often negatively affect working conditions. While retention bonuses show promise, other factors beyond monetary rewards influence teacher retention, calling for further exploration of working conditions, policy incentives, and compensation interactions. However, these targeted bonuses prove cost-effective and advantageous compared to turnover-related expenses, potentially offering significant benefits to students by retaining highly effective teachers.
A current study analyzes the outcomes of students in Washington State's Community and Technical Colleges over seven years after enrollment. Researchers examine wage increases and employment patterns based on the type of credentials earned—short-term certificates, Associate Degrees, and Long-Term Certificates. The study highlights the significant economic benefits and enhanced employability associated with Associate Degrees and Long-Term Certificates, except for Humanities Associates Degrees, which show minimal wage increases. Interestingly, short-term certificates fail to contribute to increased wages or employment likelihood beyond earning college credits. The findings emphasize the need for prioritizing investment in credentials with higher market value, like Associate Degrees and Long-Term Certificates, despite their higher cost compared to short-term certificates. This is crucial, especially as there's been increased funding for short-term certificates despite their limited returns, as indicated in various state studies. Additionally, advocating for stackable short-term certificates to align with longer-term credentials could enhance the value of these programs. Lastly, efforts to guide students towards higher-return career pathways from the Humanities and Social Sciences, perhaps through early career awareness initiatives, are suggested.
A new study examines charter school closures due to financial struggles and explores funding patterns impacting their viability. Analyzing nine years of finance data from California, it compares spending between charter and traditional public schools. Charter schools, receiving 10% less per pupil in revenue, spend 23% less on instruction and 50% less on pupil support services. They allocate less to administrative costs but invest more in consulting services and operations. This suggests cost-saving strategies such as hiring less experienced teachers and employing part-time consultants. While this fiscal flexibility aids financial stability, it raises concerns. Lower spending on essential areas like instruction and support might affect school quality and academic performance. This challenges assumptions about charter schools' autonomy leading to higher spending on instruction. The findings imply a delicate balance between fiscal flexibility and educational quality in charter schools, highlighting potential sustainability concerns if lower spending compromises student outcomes.
Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.
