December 16, 2016 | Brookings Institution

Teachers are among our most valuable school resources for improving student learning. They are the adults who interact most with students, and we rely on teachers to deliver curriculum and instruction. The research evidence is clear that teachers have long-term...

Commentary authors
Sarah Ryan
Summary

Improving bachelor’s degree attainment among Hispanic individuals in California is critical, given their significant representation in the state and the substantial disparity in degree attainment compared to other racial groups. Currently, only 12% of California's Hispanic population holds a bachelor’s degree, notably lower than the 42% among the White population. This disparity, coupled with challenges like lower transition rates from community colleges, projects a shortage of 1.1 million bachelor’s degrees by 2030. Addressing this gap necessitates tailored policies considering the diverse needs and assets within the Hispanic community, particularly across different immigrant generations. Research on parental influences reveals the impact of social networks and engagement in college-aligned actions, significantly boosting the likelihood of Hispanic students attending a four-year institution. Policies need to engage Hispanic parents as essential partners and consider their diverse needs to bridge the degree gap and meet the demands of California’s workforce, especially within the context of the state’s educational funding formula.

Commentary author
Summary

California has embraced Social Emotional Learning (SEL) as a crucial aspect of education, integrating emotional management, positive goal setting, empathy, and relationship skills into academic success. This commitment is evident in the state's adoption of SEL components in its educational standards and accountability systems. However, while the state is implementing surveys to gauge school climate, it's yet to fully understand how these relate to academic progress or link social-emotional learning to overall school improvement. The CORE districts have taken strides by measuring specific competencies like self-management and growth mindset, finding that these skills predict student performance at different academic levels. Yet, educators need guidance on using this data for improvement. PACE is studying the CORE districts' innovative accountability system to pinpoint successful policies and practices regarding SEL, aiming to reduce disparities among student sub-groups. Understanding how learning environments foster SEL can inform efforts to improve education across California and potentially nationally. Moving forward, California needs to focus on developing educators' capacity to utilize SEL data effectively and invest in integrating SEL in both school-day and expanded learning environments for continuous improvement.

November 3, 2016 | Education Week

In school accountability, flashlights work better than hammers. That’s the oft-repeated argument of California’s CORE districts, a data collaborative now serving over 1.8-million students. It’s generally recognized that the practice of using data to bash schools—commonly known as naming and...

November 3, 2016 | Education Week

In school accountability, flashlights work better than hammers. That's the oft-repeated argument of California's CORE districts, a data collaborative now serving over 1.8-million students. It's generally recognized that the practice of using data to bash schools—commonly known as naming and...

October 18, 2016 | EdSource

The State Board of Education spent two years creating a new district and school accountability system–revising multiple drafts in response to thousands of public comments–before adopting it in September. The plan is ambitious in concept and impressive on paper, but passage...

Commentary authors
Summary

The Every Student Succeeds Act (ESSA) revolutionized school assessment by emphasizing a comprehensive approach over No Child Left Behind's (NCLB) test-focused model. California shifted from NCLB's single-number school ratings to a multi-dimensional dashboard system to better assess school performance. However, ESSA's current draft regulations advocate for a single, summative rating for identifying struggling schools, contradicting the spirit of multiple measures. The approach of condensing diverse measures into one rating would yield misleading outcomes. For instance, PACE found that schools performing poorly on one indicator might fare well on others. Such simplification fails to identify struggling schools accurately, a crucial step for offering necessary support. PACE recommends a tiered approach, considering each indicator separately, rather than amalgamating them into a single score. California's pursuit of a detailed, dashboard-style accountability system aligns with this approach, offering a more nuanced understanding of school performance and supporting tailored improvement strategies. A dashboard not only informs parents better but also enables informed decisions on school choices, focusing on continuous improvement rather than misleading rankings.

September 28, 2016 | Education Next

With the Every Student Succeeds Act (ESSA) replacing No Child Left Behind (NCLB) legislation, states have gained substantial new freedom to reshape their school accountability systems, including criteria for how to measure and communicate school performance to the public. One...

September 18, 2016 | EdSource

School districts and charter schools serving 1.7 million students in California will compile, analyze and compare data on student performance beyond what the state collects under a new agreement announced last week. The additional data will include information on school...

September 12, 2016 | C-SAIL

As the presidential election mercifully moves toward its conclusion, there are important education policy questions that will need to be answered in the coming years. Public opinion and its drivers could well influence state and national policy under the new...

Commentary author
Summary

California lawmakers are facing a challenge in how to effectively evaluate schools. Historically, schools have been assessed using a blended approach, combining various factors into a single score, much like blending different ingredients in a soup. However, this method obscures the specific performance details of each school and lacks guidance for improvement. California is moving towards a smarter accountability system resembling how students are evaluated, utilizing a dashboard to showcase eight state priorities. This dashboard provides insights into where schools excel and where they need improvement, considering factors like test score growth, safety, and parental engagement. Despite these efforts, federal regulations are pushing for a single school rating, similar to the outdated blended score method, which recent reports have found to be arbitrary and misleading. Advocates argue for simplicity, but a singular index oversimplifies complex school performance, underestimating parents' ability to comprehend nuanced evaluations. California seeks a more comprehensive and accurate school performance assessment system and urges flexibility from the federal government in designing effective evaluation methods.

August 13, 2016 | San Francisco Chronicle

The state of California, the federal government, and your local school district all agree - our lowest-performing schools need support and improvement. The problem is that every entity has its own idea about how to make changes. A conflict between...