Enrichment programs, such as arts education, often face cuts in K–12 schools where language arts and math take precedence due to standardized testing. Despite this, evidence supports the long-term benefits of the arts on college access, academics, and civic engagement. Integrating arts into school curricula is seen as a solution, yet there is limited research on its widespread implementation. Inner-City Arts collaborates with LAUSD through Learning and Achieving Through the Arts (LATA), where teachers learn various art forms alongside students, supported by professional development linking arts experiences with literacy. LATA aims to enhance English language skills, especially for marginalized groups like English Language Learners (ELLs), by promoting arts-based learning, teacher training, and teacher-artist collaborations for innovative lesson plans. A study comparing LATA-integrated schools with standalone arts instruction revealed significant gains in standardized English Language Arts (ELA) proficiency, particularly among ELL students, emphasizing the vital role of arts integration in academic achievement. Policymakers and investors interested in educational reform should prioritize integrated arts models and teacher development, as demonstrated by the LATA approach, which offers a holistic pathway to improve academics applicable in diverse urban districts.
A recent study delved into the impact of No Child Left Behind (NCLB) on teachers' job satisfaction and commitment by examining teacher survey data spanning from 1994 to 2008. Contrary to common assumptions, the research revealed that post-NCLB, teachers actually reported higher satisfaction and dedication to their profession. Despite working longer hours, teachers felt more autonomy within their classrooms and noted improved support from principals, parents, and colleagues. Different analytical approaches failed to uncover significant negative effects of NCLB on teacher attitudes. While some signs pointed to reduced teacher cooperation after NCLB, teachers also felt a stronger sense of control in their classrooms and better support from administrators due to the law. Overall, the study suggests a mixed impact—minor negative outcomes balanced by minor positive ones—resulting in no significant change in overall job satisfaction or the desire to remain in teaching. These findings challenge the assumption that NCLB substantially diminished teacher morale and commitment, urging a more comprehensive examination of both its drawbacks and potential benefits when reevaluating educational policies
President Obama’s proposal to make community colleges free is a valiant effort to address the rising demand for skilled workers throughout the nation and to improve college access for low-income students. As states consider his proposal, they would be wise...
California’s new accountability system originated in the radical decentralization of power and authority from Sacramento to local schools and their communities brought about by the Legislature’s adoption of the Local Control Funding Formula (LCFF) in 2013. Under California’s previous accountability...
The success of sweeping changes in California’s education system may depend on how well a new state agency shoulders the mission of helping struggling schools and school districts, according to a report, released Jan. 20, by Stanford Graduate School of...
The process of applying and enrolling in college is increasingly expensive and time-consuming, yet students often make less-than-ideal decisions during this crucial phase. Recent studies have shown that students tend to apply to too few colleges, and high-achieving, low-income students often miss out on better-suited options. A new research paper, "Screening Mechanisms and Student Responses in the College Market," explores how seemingly minor factors—such as college application essays and fees—impact student behavior. Analyzing data from 885 four-year colleges between 2003 and 2011, a new study reveals that the requirement of application essays increased to around 57%, while approximately half of colleges raised their application fees by an average of 30% (around $10). The research shows that colleges introducing essays experienced a 6.5% decrease in applications, while a 10% fee increase correlated with a 1% reduction in applications. This highlights that even small changes significantly influence student decisions in the college application process, emphasizing the importance of these procedures for students, colleges, and policymakers.
During the Great Recession many states made deep cuts to education budgets. Some states have begun to restore funding as the economic recovery has slowly increased revenues. Others have resisted. In Arizona, the state Legislature is asking to delay implementation...
Schools in California are seeing new funding and greater local flexibility in how to use their financial resources. According to a paper released earlier this year by Stanford University's Policy Analysis for California Education (PACE).
USC Rossier assistant professor Morgan Polikoff and co-P.I. Cory Koedel from the University of Missouri-Columbia have received funding from an anonymous source for a project titled “Curriculum Adoptions and Effects on Student Achievement in California,” which will produce a database...
In this seminar, Margaret (Macke) Raymond investigates operator supply in the charter sector in the United States. She examines the performance of individual schools as they opened and grew over their early years. Her analysis expands to consider the likelihood...
A new study that examines the implementation of California’s Local Control Funding Formula revealed that district leaders welcome a need-based local funding model but that they were hindered by a lack of time, information, skills and resources. The report, “Toward...
Now, this is different: The California legislature passed a law, and people actually like it. They are trying hard to implement the spirit of the state’s new finance formula rather than trivialize it with minimum compliance behavior. Such is the...
Education policies often focus on evaluating the effectiveness of interventions without considering their costs. This oversight limits policymakers’ ability to make informed decisions about resource allocation. Understanding intervention costs in relation to their effectiveness is crucial for efficient policymaking. For instance, reducing high school dropout rates, a national priority, could alleviate substantial economic burdens, yet education budgets are limited. Researchers conducted cost-effectiveness analyses on five dropout prevention programs, finding considerable variations in costs and effectiveness. Remedial programs aimed at dropouts were notably more expensive per additional graduate compared to preventative programs, which targeted at-risk students still in school. These findings emphasize the need for cost-effectiveness assessments in educational program evaluations to guide policymaking effectively. Without such analyses, research evidence alone may not provide policymakers with a comprehensive view for decision-making, potentially leading to inefficient resource allocation.
California has taken the first steps down an historic path that fundamentally alters how its public schools are financed, education decisions are made, and traditionally underserved students' needs are met. The Local Control Funding Formula (LCFF), passed with bipartisan legislative...
With the adoption of the Common Core standards by 43 states, the nation’s schools have embarked on one of the most ambitious reform strategies in the post-World War II era. Opposition to the new academic standards, however, has emerged on several...
Research into the gender gap in STEM fields indicates persistent disparities despite women's similar math abilities and educational achievements. While prior explanations focused on societal perceptions and work-life balance, recent studies, including "Pathways to Science and Engineering Bachelor’s Degrees for Men and Women" and "The High School Environment and the Gender Gap in Science and Engineering," delve into the crucial role of high school experiences in shaping STEM aspirations. Analyzing data from the National Education Longitudinal Study, these studies reveal that if female high school seniors held comparable STEM interests as males, the STEM degree gap could diminish by as much as 82 percent. Notably, disparities among high schools in attracting students to STEM fields based on pre-high school inclinations highlight the impact of factors like robust STEM curricula and reduced gender-segregated activities. Policy implications emphasize the potential effectiveness of high school interventions, signaling the need for further research and targeted strategies, as the lasting influence of the high school environment on STEM orientations presents a promising avenue for narrowing the gender gap in STEM.
If you're a public school parent or teacher, you know there have been a lot of changes in California's education system over the past year from new academic standards to a new way of funding schools. Tom Torlakson has been...
California has taken the first steps down an historic path that fundamentally alters how its public schools are financed, education decisions are made, and traditionally underserved students’ needs are met. The Local Control Funding Formula (LCFF), passed with bipartisan legislative...
Research published in the journal Social Problems investigates the impact of residential segregation on educational outcomes among over 2500 youths aged 14 to 26. Findings reveal that higher segregation significantly reduces high school graduation rates for poor and black students, contrasting with no discernible impact on white or affluent youths. Students from disadvantaged backgrounds in less segregated areas showed improved graduation rates. Conversely, segregation didn't affect educational success for privileged students. The study suggests that desegregation could enhance outcomes for disadvantaged groups without impeding the privileged, emphasizing how integrated areas generally achieve higher educational attainment overall. This research highlights the potential of residential integration to uplift disadvantaged students without hampering the success of their more advantaged counterparts.
Thirty years ago most high schools didn’t even have electric typewriters; now a school without computers is an anomaly. Despite the ever-present hardware, 56 percent of California High Schools offer no computer science and only 13 percent of the state’s...
After nearly two decades, bilingual education in California could stage a resurgence if the state Senate approves a bill in August that would put the issue on the ballot in November 2016.
National concern persists regarding teacher education improvement, yet consensus on effective strategies remains elusive. Emphasis lies on enhancing preservice training and professional development, requiring evidence-based approaches. However, influential studies, like the National Council on Teacher Quality's critique, lack solid evidence, relying on document analysis instead of direct assessment. Impactful teacher education research should exhibit systematic classroom effects, blending quantitative and qualitative methods on a significant scale for broader applicability. However, an analysis of 196 articles from leading teacher education journals in 2012 reveals a limited focus on the impact of teacher education or professional development on teachers and students. While these studies often showed positive outcomes, their scale and depth were insufficient to influence policy. To facilitate informed policymaking, collaboration between education bodies and policymakers is vital to identify crucial research questions. Ensuring adequate funding for comprehensive, large-scale studies is essential, given current limitations. Encouraging diverse expertise within research teams, spanning methodology and diverse backgrounds, can enrich insights and contribute to comprehensive policy formulation.
In the "Autobiographical Reflections" series, Mike Kirst, Professor Emeritus in the Graduate School of Business, talks about his career in the federal government prior to Stanford, and his current role as president of the California State Board of Education (for...
The two leading candidates for California’s top K-12 spot in the June 3 primary both identify as Democrats in a technically non-partisan race. But the campaign between incumbent Superintendent of Public Instruction Tom Torlakson and challenger Marshall Tuck has each...
A new survey examines California elementary school officials' awareness of AB-2109, a law tightening personal belief exemptions for school immunizations. Findings revealed limited understanding among respondents, with low awareness and knowledge of the law's details. Only health workers showed better comprehension. Despite this, schools planned to communicate the requirements to parents. Yet, officials highlighted the need for more staff education, district guidance, and support materials. The survey emphasizes the necessity of further information dissemination about AB-2109 to all school staff involved in implementing immunization policies, from enrollment to parent interaction, to ensure effective compliance.
