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.

The enactment of Senate Bill 2042 in California led to the development of the Performance Assessment for California Teachers (PACT) to evaluate teacher candidates. However, PACT's generic approach might not effectively assess English-Language Arts (ELA) candidates, especially in rural border schools where cultural context plays a pivotal role. Researchers examine how PACT assesses ELA candidates in such contexts. Two central inquiries drive the study: the influence of school accountability and available resources on teaching during PACT. Reviewing eight ELA teacher candidates' PACT Teaching Event commentaries revealed constraints like standardized tests and limited resources, hampering candidates' ability to develop culturally relevant teaching methods suited for rural settings. The study suggests enhancing PACT by evaluating candidates' abilities to connect teaching with rural themes, address educational inequalities, foster critical thinking, and promote collaborative learning. It recommends assessing teachers' adaptability within complex sociocultural contexts. Further research is proposed to explore effective learning strategies for bilingual, bicultural students in rural border areas and design culturally sensitive assessments and curricula that accommodate diverse linguistic and cultural backgrounds.

Policymakers are reshaping teacher evaluation by emphasizing student test scores, classroom observations, and elevating the stakes tied to evaluations. Race to the Top mandates states to gauge and reward teachers based on student performance measures like "value-added," which constitutes about half of evaluations in states such as Florida and Ohio. The remaining 50 percent comprises teacher assessments typically conducted by school administrators, influencing decisions on tenure, dismissal, promotion, and compensation. The Measures of Effective Teaching (MET) project explores diverse teacher evaluation methods. However, the relationship between teachers' value-added scores and principals' evaluations remains understudied. A recent study examined 294 teachers in a Florida school district. Comparing principals' ratings and matched value-added scores, researchers found weak correlation between them. Some highly-rated teachers had low value-added scores due to perceived lack of effort or solitary work. Conversely, some low-rated teachers had high value-added scores, attributed to contributions beyond their classrooms and personal challenges. This study highlights that evaluation tools influence not only immediate teacher rewards but also long-term teaching qualities. High stakes on principal evaluations may shift teachers toward visible effort and social interactions, while emphasis on value-added scores might refocus them on classroom activities. Ultimately, the choice of evaluation tools shapes the nature and focus of the teaching profession.

Researchers explored the impact of a Washington state incentive program aimed at increasing the number of National Board Certified Teachers (NBCTs) working in high-poverty schools. The state doubled bonuses for NBCTs in such schools. The study tracked changes in NBCT numbers and their distribution across schools, comparing three groups: NBCTs, all state teachers, and a demographic similar group without NBCT certification. During the study period, the number of NBCTs working as K-12 classroom teachers in Washington significantly increased. There was also a notable rise in the proportion of NBCTs in high-poverty schools. The analysis indicated that NBCTs had similar retention rates but showed more movement between schools compared to non-certified teachers. Additionally, NBCTs in challenging schools tended to stay in the same school at higher rates, suggesting the certification program helped retain experienced teachers in these settings. This study highlights the potential of increased compensation to motivate teachers, especially in challenging schools. However, it suggests the incentive might not have prompted many teachers from non-challenging to challenging schools. It also proposes improvements, such as encouraging groups of NBCTs to move collectively to challenging schools and granting districts more flexibility in determining which schools need NBCTs the most.

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.

The debate over education accountability centers on the pressure imposed by high-stakes measures, criticized for favoring high-performing schools and flawed indicators of success under No Child Left Behind. Many states and districts adopt value-added modeling, attributing student achievement changes to schools, aiming for a fairer evaluation considering various factors. A study comparing California's accountability measures (AYP and API) with value-added models in 29 elementary schools supports critiques: AYP and API strongly correlate with student backgrounds, disadvantaging low-SES schools. Conversely, the value-added approach exhibits weaker ties to background, highlighting exceptional performance in some low-SES schools without penalizing those with advanced students. It challenges the notion that sub-800 API schools are universally underperforming. This study urges a reevaluation of accountability measures, considering the benefits of value-added models that don't strongly link performance to student backgrounds. While more research is needed, these findings advocate for discussions about integrating value-added elements into current assessments to foster fairer evaluations in education.

Researchers investigated teacher hiring in Chicago Public Schools (CPS), exploring if disparities in teacher quality across schools arise from teachers' preferences or principals' hiring practices. Using data from CPS job fairs, they tracked where prospective teachers applied. Schools with fewer disadvantaged students received more applicants. Disadvantage, measured by free/reduced-price lunch eligibility, consistently predicted application rates compared to other school characteristics. Proximity to candidates' homes strongly influenced application choices; candidates favored schools closer to home. African American applicants leaned toward schools with more African American students, while Hispanic applicants preferred more limited English proficiency concentrations. Applicants with math/science degrees applied to schools with better-performing students. This sorting led to fewer applicants in certain schools. The study highlights stark differences in applicant numbers across schools, suggesting that districts may face challenges staffing geographically isolated or disadvantaged schools. Targeted efforts directing more applicants to these schools could alleviate staffing shortages and benefit underserved communities.

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.

Policymakers aim to enhance educator quality by imposing licensure requirements, yet a recent study in Educational Policy challenges the effectiveness of these barriers. Traditionally-certified teachers, despite extensive training, showed no significant advantage over alternatively-certified teachers in improving student achievement. Surprisingly, higher performance on licensure exams correlated with more effective teaching, and alternatively-certified teachers scored notably higher on these tests, attracting individuals with stronger academic capabilities. This suggests that current licensure screens might not accurately predict classroom success. Both traditional and alternative routes to teaching have pros and cons, but existing barriers exclude effective teachers and admit ineffective ones. Policymakers face two options: refining licensure screens for better prediction or reducing hurdles and allowing local school leaders to make hiring decisions. As no clear method exists to identify the best teachers beforehand, a move toward more flexibility in hiring might offer a pragmatic solution.

Teacher contract limitations on involuntary transfers hinder districts from optimizing teacher distribution. In California and similar areas, these constraints prevent involuntary teacher moves, impacting the allocation of effective teachers. Loosening these restrictions might help strategically place teachers for better outcomes. However, it could also risk transferring ineffective teachers to different disadvantaged schools, potentially harming students. A new study focused on Miami-Dade County Public Schools examined three years of involuntary teacher transfers—around 375 teachers were moved based on the district's best interest. These teachers tended to have higher absences and lower prior student performance. Despite this, the transfers notably improved equity in teacher distribution between disadvantaged and advantaged schools without evidence of moving ineffective teachers between low-performing schools. Transferred teachers reduced absences in new schools, but their impact on student test scores stayed low, often placed in untested grades or subjects. Nonetheless, the policy positively affected teacher productivity and equitable teacher distribution, especially benefiting underserved student populations when strategically implemented.

Research consistently highlights disparities in teacher quality, with schools serving disadvantaged students often having less qualified educators. A new study in Education Finance and Policy shifts focus to disparities within schools, finding lower elementary grades (K–2) have teachers with weaker credentials compared to upper grades (3–5) in the same school, impacting the crucial early educational experiences of disadvantaged students. Researchers also explore how school-based accountability programs exacerbate these disparities. No Child Left Behind widened the quality gap between lower and upper grades, prompting principals to shift stronger teachers to higher grades to optimize overall school test performance. For California, heavily invested in early childhood education, this emphasizes the need for quality instruction continuity from preschool to early elementary grades. With early testing starting in second grade, policymakers must consider the unintended consequences of accountability systems on teacher distribution within elementary schools. Otherwise, there is a risk of inadvertently harming children's vital educational development during these crucial formative years.

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.

Professional development serves as a crucial support system for teachers to implement rigorous standards and improve student learning. In California, with rising demand, designing more effective teacher training becomes essential. Research highlights the role of teacher interactions in professional development's success, termed "spillover effects." These occur when teachers share and apply their learning, impacting both teaching and student achievement. A current study on spillover effects from the National Writing Project revealed significant impacts. Teachers deeply engaged in longer, diverse, and interactive professional development were more likely to aid others in teaching writing. Their expertise extended to colleagues, sometimes matching direct professional development effects. Recommendations include fostering teacher interactions within and after professional development, aiding individual growth, and promoting wider knowledge dissemination among teachers. Encouraging collaborative learning among teachers through professional development can support whole-school reforms, fostering innovation and coherent instructional practices. Principals play a vital role, motivating teachers to participate and nurturing both "go-to" teachers and "experts" capable of mentoring peers. This strategy cultivates internal capacity, fostering teacher leadership and collaboration, crucial for effective educational reform.

Researchers investigate how policy environments influence teacher participation in professional development, focusing on high-stakes (mathematics) and low-stakes (science) subjects. Analyzing a national sample of high school math and science educators, it uses hierarchical linear models to understand these associations. The findings indicate that policy contexts significantly impact teachers' engagement in impactful professional development, particularly in high-stakes subjects. Aligning state standards with assessments emerges as a key policy element driving teachers' involvement in content-focused professional development, especially in mathematics. The research highlights that policy proximity to teachers strengthens these correlations. State and school policies play a crucial role in teachers accessing quality professional development, especially in high-stakes subjects. Policies emphasizing alignment between standards and assessments stand out as influential factors in encouraging teachers to partake in effective professional development.

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.

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.

Approximately one in five U.S. students speaks a non-English language at home, mainly Spanish, yet many are taught by less qualified teachers. Schools must comply with No Child Left Behind, using evidence-backed instruction for English learners (ELs) to show academic progress yearly. State regulations vary: some demand bilingual/ESL-certified teachers, others require training for all. Francesca López's study, analyzing NAEP 4th-grade reading outcomes for Latino ELs, highlighted state requirements' impact on achievement. Results supported California's move for enhanced intern teacher training in EL instruction. States mandating ESL/bilingual certification showed notably higher Latino EL achievement. Conversely, where all teachers received some EL training, achievement was lower, showing context nuances. States without specialist certification often use these broad requirements to meet federal EL guidelines, suggesting a need for more rigorous standards. States with both certification and training mandates demonstrated significantly higher EL achievement. While some EL training for all teachers seems essential, a single course does not suffice. States need more stringent definitions of "highly qualified" to address EL needs adequately. In essence, a balance is needed: while some EL training benefits all teachers, combining it with specialist certification significantly improves EL outcomes. States should aim for comprehensive standards ensuring all teachers are equipped to support ELs across various English proficiency levels, acknowledging the importance of robust qualifications for educators in this domain.

The state of elementary science education in the U.S. is concerning, with declining instructional time and teachers feeling underprepared to teach the subject. Efforts focus on professional development as a solution. A new longitudinal study on K–2 teacher development in rural California schools unexpectedly revealed significant improvements in science knowledge and practices after one year, sustained into the second. The program enhanced teachers' content knowledge, confidence, and use of student-centered approaches in science. However, school policies, resources, and testing emphasis on math and language arts influenced how science was integrated into teaching. The research underscores the potential of targeted professional development to enhance science education, but also highlights the role of contextual factors in sustaining these improvements. Future work aims to explore the program's long-term impact, shedding light on the durability of professional development effects and the hurdles to lasting change in classroom practices, crucial for advancing science education reform.

Teacher preparation in California encounters challenges, prompting reform initiatives. Superintendent Torlakson’s Task Force on Educator Excellence proposed improved accreditation and robust performance assessments. A study comparing three California State University pathways—traditional, internship, and CalStateTEACH online-supported programs—revealed insights. Over seven years, the online pathway stood out, earning the highest ratings in all 17 teacher composites compared to traditional and internship routes. However, supervisor ratings didn't significantly differ between pathways, including overall effectiveness. The study highlighted the online program's strengths: structured curriculum, cohort learning, integrated fieldwork, and additional mentoring. These findings can guide policymakers in teacher training reform. Further research on participant characteristics and evaluation discrepancies could bolster comprehensive reforms.

The collaborative effort between Cal Poly Pomona and PUSD resulted in the establishment of the Great Leaders for Great Schools Academy (GLGSA), an innovative principal preparation program. Its success stemmed from robust collaboration, a shared vision, and mutual responsibilities, aligning leadership theories with PUSD's needs. GLGSA incorporated a rigorous selection process, mentor-led apprenticeships, thematic curriculum, and comprehensive evaluations. Seven recommendations emerged from this partnership: fostering mutual support, understanding needs, involving skilled evaluators, regular goal reassessment, prioritizing constituents' needs, aligning programs with district goals, and utilizing evaluation evidence for enhancement. This partnership significantly bolstered PUSD's capacity to cultivate transformative administrators, amalgamating theoretical knowledge with practical experiences tailored to specific workplace contexts.