Schools face the dual responsibility of educating children and providing health services to over a million students in California with special health care needs (SHCN). These students are at higher risk of academic struggles and absenteeism. However, schools often lack awareness of these students’ conditions, neglecting their unique health needs. The absence of specific regulations leaves decisions about health services and staffing to individual districts. Alarmingly, 57% of districts in 2013 had no school nurses, while those with nurses had ratios far exceeding recommended levels. In the absence of nurses, unlicensed staff handle critical health procedures. The lack of state guidance and dedicated funding exacerbates these challenges. To address this, California should mandate systematic identification and care for students with SHCN, track health emergencies, monitor attendance and educational outcomes, and ensure standardized training for all staff delivering health services. These steps could safeguard the health and academic success of all students, aligning with the proven link between health and academic performance.

Test-based accountability has become standard in education, with 16 states and the District of Columbia mandating the retention of third-grade students falling below reading benchmarks. Grade retention has been debated for years; supporters argue it boosts future achievement, while critics highlight its emotional toll. In “Hold Back to Move Forward? Early Grade Retention and Student Misbehavior,” I delve into an often-overlooked aspect: the impact of retention on disruptive behavior. Determining causality in retention policies is complex, as decisions aren’t random but based on unobservable student traits. To tackle this, I leverage Florida’s policy, analyzing students just below and above the promotion cutoff in a regression framework. A new study reveals short-term effects of retention on increased misbehavior, rising by 40% in the two years post-retention, predominantly among economically disadvantaged and male students. However, these effects fade after three years. Despite short-term academic gains, retention bears the cost of escalated misbehavior. These findings prompt a reevaluation of test-based retention policies that offer instructional support, like California’s, weighing their benefits against the behavioral implications.

School districts have adopted the four-day school week to curb budget deficits, particularly in rural regions like Colorado and Wyoming, with around 10 districts in California following suit by 2011. This schedule change raises questions about its impact on academic performance. Longer class periods allow varied teaching methods and teacher planning, possibly improving student morale and behavior. Yet, concerns arise about teacher stress, student retention, and increased fatigue, especially for younger students. Evaluating this shift rigorously is vital, but few studies exist. Using a difference-in-differences regression and data from Colorado’s CSAP, researchers analyzed 4th-grade reading and 5th-grade math scores in districts that switched to a four-day week against those on standard schedules. Over a third of Colorado districts adopted this schedule. The results showed a significant increase in math scores post-switch, and while reading scores also rose, the change wasn’t statistically significant. The findings suggest no harm to student performance and even hint at improved attendance rates, though they apply primarily to smaller, rural districts, warranting caution in applying these findings more broadly.

Amid budget constraints and the need for a skilled workforce, policymakers explore ways to increase post-secondary education. Barriers for low-income students include achievement, financial, and informational hurdles. Previous research tackled financial obstacles, but recent attention focuses on information barriers. Researchers analyzed if ACT score reports, signaling college readiness in subjects, influenced college enrollment decisions among Colorado students. By comparing those near readiness cutoffs, we assessed the impact of this information. Surprisingly, they found no influence on college enrollment. This could stem from the students' status (near readiness thresholds) or the information’s lack of application guidance. Possible reasons for this could be students already knowing their readiness, the information not being highlighted, or coming too late for impactful changes. These findings suggest the need for clearer, timely, and supported information interventions to drive students’ college-going decisions.

In the U.S., school performance is a pressing concern, leading to policies like grade retention for struggling students. Several factors influence retention, including poverty, behavioral issues, and academic struggles. However, methodological flaws in previous studies have hindered a clear understanding of these predictors. A new study used robust methods and data from the Early Childhood Longitudinal Study–Kindergarten Cohort to analyze grade retention predictors. It found that academic readiness, particularly in reading, math, and general knowledge, strongly influenced retention, surpassing previously identified risk factors like ethnicity, English proficiency, and poverty. Interestingly, once readiness was considered, these traditional risk factors showed no significant influence. Notably, grade retention tended to occur most often by third grade. Researchers provide crucial insights for educators and policymakers to identify and support at-risk students earlier, emphasizing the importance of academic readiness in preventing grade retention.

The investigation into how education-related research is conveyed in the media revealed a stark reality: a mere 1% of the examined news pieces referred to any research, and only a small fraction cited peer-reviewed academic studies. The majority of cited research sources came from government agencies or local districts. Challenges included time constraints for journalists, their difficulties understanding academic research methodologies, and a general lack of education in research literacy among those in the journalism field. Localism and a preference for easily understandable local content heavily influenced the selection of research cited. Additionally, education journalism lacks the structured training available in science journalism. Unlike science fields, education research is context-dependent, less definitive, and often lacks substantial funding or promotional support, leaving researchers to independently publicize their work. Despite potential flaws, peer-reviewed studies serve as a quality control measure. The study highlighted that the research-based evidence in the media might not represent the most robust or crucial work in the field, urging policymakers and the public to acknowledge the limitations of the research presented in news media.

Researchers studied public alternative high schools for at-risk students in the United States and how school staffing and processes relate to graduation rates. They analyzed national data and found significant links between certain factors and graduation rates. Hispanic teachers positively impacted graduation rates, while certain school practices like offering summer academic programs, having consistent teachers, and avoiding traditional grading systems positively affected graduation rates as well. Conversely, practices like traditional grading or having discipline-based departments negatively affected graduation rates. These findings emphasize the need for tailored approaches in alternative schools, highlighting the importance of specific staffing and flexible school structures for at-risk students. It suggests a shift from conventional methods toward more adaptable, student-centered practices to improve the effectiveness of alternative education for at-risk high school students.

A new study investigated how bullied and victimized students utilize School Health Centers (SHCs) in California. They found that these students were more likely to access SHC services compared to non-bullied peers, indicating the significance of SHCs in identifying and supporting affected youth. Analyzing data from over 2,000 high school students across 14 urban public schools with health centers, several trends emerged. SHC usage was common across various ethnic groups, with a higher tendency among victimized students. Despite this, concerns about confidentiality hindered some bullied students from accessing SHC services. The study emphasizes the pivotal role of SHCs in tackling bullying through preventive measures, early detection, and intervention strategies. These centers are well-placed to partner with schools and communities, conduct screenings, and offer a range of support services, including mental health counseling. However, to address remaining confidentiality issues, SHCs must clearly communicate the confidentiality of health information. Resources from California SHC organizations and local adolescent groups can assist in making SHCs more accessible to vulnerable youth.

California has achieved record-high high school graduation rates, but this success doesn't guarantee readiness for postsecondary education. Even students entering California State University often require remediation. National reports, like ACT's, reflect this trend with only a quarter meeting college-readiness benchmarks. While educators acknowledge this issue, the education system remains focused on completion rather than preparing students for what comes after high school. To bridge this gap, a new approach centered on readiness over completion is crucial. Traditional college-readiness evaluations, emphasizing grades and test scores, neglect crucial aspects. To address this, a middle school college-readiness index was developed, integrating diverse factors beyond academics—motivation, behavior, and social engagement—to predict high school outcomes. Surprisingly, eighth-grade indicators predict SAT college-readiness with 88% accuracy, highlighting the significance of non-academic factors. This research underscores the importance of early intervention and a holistic approach to student preparation. It suggests a shift in educational focus toward comprehensive indicators, away from the sole emphasis on grades and tests. By adopting this paradigm shift, the education system can better equip students for postsecondary success, essential in addressing growing economic disparities and realizing the educational system's promise as an equalizer in society.

In the United States, adolescent suicide rates are concerning, with over 15% considering suicide and 7.8% attempting it. Military-connected youth, with a parent in the military, exhibit higher rates of suicidal behavior compared to their non-military peers. A new study using survey data the California Healthy Kids Survey (CHKS) revealed that these youth have increased odds of suicidal thoughts, planning, and attempts, even needing medical treatment for such attempts. Factors like frequent relocations and parental deployments contribute to their heightened risk, compounded by typical adolescent stressors. This calls for better identification and support for military-connected adolescents by healthcare providers, educators, and mental health professionals. Awareness of their unique challenges, including deployments and relocations, is crucial for tailored prevention and intervention strategies. Given California's high number of active military installations, targeted programs for these youth, addressing all aspects of suicidality, are particularly vital.

A current study is exploring the impact of additional literacy classes on average-performing middle school students, aiming to enhance their high school performance and college readiness. In a suburban district with diverse demographics, students were offered extra literacy courses if they scored below the 60th percentile in 5th-grade literacy. While the initial analysis suggested no significant impact, further investigation revealed contrasting effects based on race. Black students experienced notably negative effects, especially in predominantly white schools, seen across both state tests and national measures. Conversely, white, Latino, and Asian students showed uncertain but potentially positive impacts. These findings stress the need for tailored approaches in educational programs, indicating potential harm for initially average-literacy students. The study highlights the complexity of policy outcomes when implemented at school levels, urging policymakers to consider diverse student populations in policy design and implementation. It also underscores the importance of clear communication about policy intent and the unintended consequences of categorizing students based on criteria like cutoff scores.

New research investigates early absenteeism in elementary school, particularly in kindergarten, exploring factors contributing to chronic absence. While existing studies focus on individual and family-level drivers like disengagement and family structure, limited attention has been given to how early childhood programs might impact absenteeism. Analyzing a national dataset, a study reveals that attending center-based care before kindergarten associates with lower chronic absenteeism in kindergarten. However, this link isn't observed when attending such care during the kindergarten year, suggesting that pre-kindergarten experiences shape school attendance more than concurrent reinforcement during kindergarten. Chronic absenteeism affects California's educational and social systems, leading to significant costs and limiting children's potential. The findings emphasize the influential role of early childhood programs in reducing absenteeism, urging a shift from identifying contextual factors to implementing early interventions to counteract this detrimental behavior. This study's insights offer valuable data to inform truancy reduction initiatives and discussions on preventive measures.

A new study delves into teacher perceptions of financial incentives within the context of the Teacher Incentive Fund (TIF) program, examining how rewards influence teacher behaviors and participation. It explores data from a TIF-supported program offering rewards for various achievements. Research shows diverse reactions among teachers based on payout sizes, valuing fairness, linkages to effort, and performance. Larger awards elicited more positive responses and influenced ongoing participation. However, the findings imply these incentives might draw high-performing teachers, raising questions about their impact on reshaping the teacher workforce. Teachers emphasized the importance of fair, linked-to-performance payouts to sustain their engagement in the program. The study highlights crucial design elements for incentive programs, advocating for attainable maximum awards, fairness considerations, credible performance measures, transparent eligibility criteria, and clear payout rules. It urges further research using representative data to comprehend teachers' responses to different incentive combinations over time, essential for refining educator incentive programs.

Students often interrupt their college education for various reasons, such as engaging in professional internships or taking voluntary breaks known as gap years or semesters. While past research has extensively explored the positive labor market outcomes of internships, little attention has been paid to their academic effects, or the impact of gap years, on students. In a comprehensive study examining over 100,000 undergraduate students across 463 U.S. institutions, internships emerged as beneficial, enhancing study habits, GPAs, satisfaction with coursework, future educational aspirations, and career ambitions. Conversely, gap years were linked to negative academic consequences, decreasing study habits, GPAs, satisfaction with college experiences, aspirations for further education, and interpersonal skill development, while increasing the preference for part-time employment post-graduation. The study suggests that institutions should promote and expand internship programs to support academic and career growth, while discouraging or providing disincentives for students considering gap years, highlighting the need for students to evaluate the academic implications before taking such breaks.