Teacher evaluation, driven by philanthropic support and federal mandates, heavily incorporates classroom observations in most states, where they carry significant weight—contributing to dismissals in 22 states and the District of Columbia. Despite their prevalence, educators disagree on observation protocols, frequency, announcement practices, and assessment tools. Many states opt for standards-based observations, recently endorsed through research like the Measures of Effective Teaching (MET) study, albeit these assessments were primarily designed to gauge instructional standards rather than predict student outcomes, displaying weak correlations with achievement. The concern over these observations lies in their demanding nature, with numerous scoring criteria and estimated costs of $3 billion annually for nationwide implementation. Calls for innovation in observations, aiming for speed and efficacy, sparked validation studies for the Rapid Assessment of Teacher Effectiveness (RATE). In seven experiments, RATE outperformed benchmarks, accurately identifying effective teachers in just 20 minutes of a lesson using a concise rubric after minimal training. It showcased higher reliability and effectiveness compared to instruments reviewed in the MET study, potentially offering cost-effective, efficient evaluations and early support for struggling teachers, benefitting student learning.

In the US, ongoing concerns surround schools' struggles to close educational gaps, especially among English learners (ELs), often overlooked in subjects like science and math. Academic fluency in one's native language, as proposed by Jim Cummins, a prominent figure in bilingual education, is considered vital for acquiring proficiency in a second language across subjects. Recent research examined the link between state education policies emphasizing bilingualism and science achievement among Latino ELs in eight states. Using NAEP data from 2000 and 2005, the study assessed state policies on language acquisition alongside science scores. States with stronger bilingual emphasis showed notably higher science achievement among fourth-grade Latino ELs in 2005, with even moderate support for bilingualism demonstrating benefits. Conversely, shifts towards English immersion in California, Arizona, and Nevada correlated with lower science scores by 2005 among fourth graders. Eighth graders' scores in 2005 and both grade levels in 2000 didn't display this pattern, indicating potential benefits of moderately supportive bilingual policies for smoother integration into science education for ELs.

During financial strain in school districts, counselors face layoffs, notably in California, where over 1,000 students rely on a single counselor. The lack of empirical evidence on counselors' impact possibly leads to their perceived dispensability. Research has predominantly focused on teachers, overlooking the comprehensive influence of counselors beyond attendance and discipline. A new study explores the causal link between additional high school counselors and four-year college enrollment rates. Analyzing National Center for Education Statistics' data from 12 states with mandated student-to-counselor ratios, we used a methodology simulating a randomized experiment. Findings suggest an extra counselor could boost college enrollment by up to 10 percentage points. For instance, in a typical high school with 113 graduating students, this could translate to 11 more students attending four-year colleges. Though unable to pinpoint the exact cause for this impact, counselors' beliefs align; over half advocate for prioritizing a college-going culture. Our research underscores the need for improved counselor staffing, providing evidence for administrators to address sub-optimal counselor levels and their effects on student opportunities.

In the months leading up to high school graduation in California, seniors excitedly anticipate the transition to college or the workforce. However, unforeseen financial and procedural obstacles often jeopardize the college plans of diligent students, resulting in what's termed "summer melt." Research, drawing on national surveys and urban school district data, reveals that 10 to 40 percent of college-intending students fail to enroll after being accepted, especially impacting low-income students and perpetuating socioeconomic disparities. The complexities of post-acceptance tasks, primarily linked to college financing, pose significant barriers. Students face challenges securing additional funds to bridge financial aid gaps and navigating bureaucratic hurdles, lacking guidance during the crucial summer period. Fortunately, interventions during this time have shown promise. Low-cost initiatives, like counselor-led support and text messaging campaigns providing task reminders and links, yielded substantial enrollment increases of 5 to 15 percent. These summer interventions, notably cost-effective compared to other college supports, present a crucial opportunity to assist low-income students. By investing in targeted information and counseling during this window, substantial strides can be made in enhancing college access for these hardworking individuals.

In the United States, adolescent literacy struggles have prompted concern, particularly in English Language Arts (ELA) classes where the focus shifts from literacy skills to literature concepts despite reading achievement concerns. Amidst the implementation of Common Core State Standards (CCSS), understanding reading development becomes pivotal for ELA teachers, yet discrepancies exist in state licensure requirements. A survey of State Educational Agencies (SEAs) revealed varied standards: only 18 SEAs, including California, mandated reading development knowledge for secondary ELA, with merely five testing this on licensure exams. Most SEAs emphasized content area reading strategies but did not evaluate this knowledge in licensure assessments. These discrepancies pose challenges in implementing CCSS uniformly, potentially hindering effective instruction for struggling adolescent readers in ELA classrooms across states. The prevalent emphasis on content area reading strategies might insufficiently equip ELA teachers to aid struggling adolescent readers, impacting the successful execution of the CCSS.

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.

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.

Policymakers aim to boost four-year college attendance for disadvantaged students who often end up in less advantageous two-year colleges. Navigating complex college procedures without parental guidance poses challenges. Traditional counseling falls short due to time constraints and individualized approaches. Chicago Public Schools introduced a coaching model focusing solely on postsecondary plans, engaging students proactively, fostering relationships, and utilizing group sessions. Studying students post-high school revealed gaps in the enrollment process, especially among Latino and low-SES students. Encouraging completion of college-related tasks bridged these gaps, increasing specific plans and enrollment chances. Schools with coaches saw higher rates of students attending four-year colleges, particularly benefiting low-SES and Latino students. However, questions linger about neglecting high achievers, early intervention's impact, and long-term college persistence effects. New research underscores that group advising, like the coach program, may enhance educational outcomes for disadvantaged students, promising potential improvements in the future.

In response to the No Child Left Behind Act, discourse around "failing schools" disproportionately affects minoritized communities, sidelining broader educational visions and eroding arts from public school learning. California's arts programs suffer, with 89% of K–12 schools lacking consistent arts education. This scarcity predominantly affects minoritized youth, amplifying disparities in resource-deprived schools, denying these students the qualitative problem-solving and social growth inherent in arts engagement. Advocating for arts and diversity education reform, a new study urges reconsideration of teachers' attitudes toward arts and challenges limited perspectives on students' experiences. Researchers emphasize the transformative potential of arts as a tool for minoritized school reform, fostering agency and cultural representation for impacted communities. The study dismantles the term "minority," advocating for a reimagining of multicultural education as universally designed to cater to all communities' needs. Researchers further propose leveraging arts as research tools to comprehend classroom dynamics and family roles within school communities, redefining research purposes and literacy values in K–12 education. The study ultimately calls for open engagement and dialogues involving minoritized and majoritized youth to underscore the potential impact of arts in research, curriculum, and pedagogy, challenging binary thinking and inviting exploration toward equitable, hopeful futures for all.

English language learners (ELLs) surge in K–12 enrollment, especially in regions with historically low numbers of ELLs, intensifying the shortage of qualified bilingual/ESL teachers in states like Arizona. Budget constraints push ELLs into mainstream classrooms, often lacking specialized teachers, with nearly 50% receiving minimal or no special services due to limited teacher certification. A new study debates the necessity of specialists for this population, advocating for their effectiveness in nurturing language, literacy, and content development. Specialized training must embrace ELLs' linguistic and cultural contributions to content learning, encourage multilingual practices, and counter negative narratives. Arizona’s generic training for all teachers shows no positive impact, whereas states like California and Illinois requiring specialist training witness improved classroom outcomes. Specialist training is pivotal for equitable and effective instruction for ELLs.

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.

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.

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 recent Interim Status Report on district financial health isn't surprising, indicating 13 districts can't meet obligations this year or the next. An additional 97 face the same problem in the current or subsequent fiscal years, albeit down from last year. However, this report doesn't reflect potential loss of temporary tax revenues or the proposed multi-billion dollar funding deferral. Notably, federal stimulus funds, especially beneficial for districts with more students in poverty, are diminishing. These funds cushioned reductions in district revenue and program cuts. As these funds dwindle, it disproportionately impacts districts with more economically disadvantaged students, who require additional resources. The loss of stimulus funds intensifies the struggle for these districts, significantly affecting their educational resources. In Los Angeles, a recent educational summit aimed to rekindle support for public education. U.S. Secretary of Education Arne Duncan stressed the need for a new labor relationship and urged a data-driven approach to evaluate student performance and teacher effectiveness. The loss of these funds could further strain districts already facing financial instability. This impending financial strain is particularly concerning for districts serving economically disadvantaged students, highlighting the challenges they will face in providing adequate educational resources.

Diversity in education has evolved through tolerance, acceptance, and celebration but now integrates into the essence of teaching and learning. Recognizing unique identities, educators embrace differences, transforming education. California's educators incorporate diverse perspectives into teaching methods, curriculum design, and partnerships, honoring varied experiences. This evolution surpasses mere cultural nods, aiming to intertwine diversity into the fabric of education. Teachers navigate sensitivity, heterodoxy, and intersectionality, fostering inclusive learning. The focus remains on promoting pluralism without compromising academic rigor or ethical standards. The handbook "Studying Diversity in Teacher Education" underscores these progressive concepts, advocating their timely implementation across educational landscapes.

Smart Money examines how successful school districts allocate resources linked to higher student achievement. It suggests integrating student achievement goals into labor negotiations between school management and unions. Currently, talks primarily revolve around wages and employment conditions, overshadowing student success. Advocating a transformative shift in labor law, the book proposes making student achievement a mandatory negotiation topic. This change aims to align budgeting with educational goals, prompting discussions on resource impact. It resists prescribing specific goals but encourages discussions, prompting both sides to consider how funds affect achievement. This approach broadens goals beyond test scores to encompass graduation rates, language proficiency, and authentic assessments. Incorporating student achievement goals in labor contracts could gradually reshape practices without disrupting established structures. The change aims to enhance educational outcomes in bargaining discussions while maintaining negotiation processes.

For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.