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.

Michael W. Kirst discusses the new federal Every Student Succeeds Act (ESSA) and the CA overhaul of accountability based on local control of education policy. The federal law requires multiple measures for accountability, including some with state choice. Databases for English learners will change significantly. Federal requirements for teacher evaluation will be deregulated significantly. State assessments are all over the place and will be hard to summarize. California is building an integrated federal/state/local accountability system that includes 23 metrics, primarily for local use in Local Control Accountability Plans (LCAP) that focus on improving budget strategy. Longitudinal data bases from the past will be difficult to integrate with these policy shifts.

Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.

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.

The KIPP network of charter schools aims to enhance academic outcomes for low-income students through rigorous standards and increased classroom time. Mathematica Policy Research conducted a study assessing KIPP's impact, accounting for the differences between students who chose KIPP and those who didn't. Analyzing 41 KIPP middle schools over a decade, they found that students in these schools demonstrated substantial growth in reading and math, equating to 90% of an extra year of math and two-thirds of a year in reading compared to their non-KIPP peers. These positive effects were consistent across most schools and extended to other subjects and low-stakes assessments. Even when employing random admissions lotteries, the impact remained significant. The reasons behind KIPP's success remain ambiguous—whether it's due to instructional strategies, drawing students from underperforming schools, or positive peer effects remains uncertain. Further research is needed to decipher these causes and determine if KIPP's methods could be broadly applicable to improve student achievement in public schools, potentially prompting the adoption of their successful practices in traditional public schools or expanding successful charter networks.

School reform emphasizes transferring decision-making power to individual schools, seen in districts like San Francisco, Los Angeles, and beyond California. Principals gain control over budgets, curricula, schedules, and professional development, aiming to enhance student learning. Yet, the impact of this decentralization on school performance remains largely unknown. In Chicago, a study of an autonomy program revealed increased reading proficiency among elementary students after two years, but no significant gains in math or overall achievement scores. Principals leaned toward autonomy in budgets and curricula. Policy suggestions arise: policymakers must allow time for schools to adapt to autonomy, understanding improvements might not be immediate. They should also avoid neglecting high- or low-achieving students in pursuit of proficiency rates, affecting school evaluations. Further research is crucial to understand how decentralized control affects academic performance, examining how school leaders leverage autonomy to assess its potential for improving schools.

Proponents support school choice to enhance education, but research often overlooks its impact on school practices and achievement. A new study delves into whether charter school proximity influences school practices and its relation to math and reading achievement using Early Childhood Longitudinal Study data. Results show minimal impact on school practices based on charter proximity. Closer schools reported lower teacher absenteeism and better-aligned instruction, yet these changes did not remarkably affect reading or math achievement. Contrary to beliefs, charter growth does not appear to prompt organizational shifts in public schools due to entrenched cultural norms. Similarities between charter and public schools overshadow differences, hindering learning exchanges. Moreover, charters in disadvantaged areas may lack resources to impact public school competition. This study questions the efficacy of market-driven approaches in addressing educational challenges. Understanding the connection between competition, school practices, and student achievement is vital for directing policy initiatives effectively.

The concern over charter schools potentially excluding low-performing students has sparked debate. Analyzing a major urban district's data, researchers studied exit patterns suggesting such exclusions. Explicit evidence of schools expelling low-performing students is hard to find. Subtle methods like counseling or strict disciplinary actions might influence exits. While research is unable to confirm reasons for student transfers, data analysis did not support the claim that charter schools push out low-performing students more than traditional public schools. The study also found exiting charter students had lower performance, similar to those leaving traditional public schools. Analytical analyses, considering student characteristics, did not show evidence supporting the notion that charter schools disproportionately expel low-performing students. While findings counter the claim within our district, they are not conclusive for all settings. Variations may exist elsewhere. The researchers advocate for evidence-based discussions around charter schools, stressing the need for empirical backing before making or accepting claims about their student retention practices.

States moved from assessing students' proficiency to using growth models to track academic progress. Researchers analyzed three growth models in a California district, finding more prediction errors for English learners (ELs) than non-ELs. The models often misjudged ELs as remaining non-proficient by 7th grade when they were proficient. This error was more frequent for ELs (16–28%) than non-ELs (13–17%). ELs' steeper learning trajectories might explain this discrepancy; their growth is faster despite early low scores due to language support needs. These model inaccuracies have policy implications, potentially causing unnecessary interventions and not crediting effective instruction in early grades. They could influence the selection of accountability models, especially for student subgroups. Although California hasn't implemented growth-based accountability, it's part of the Smarter Balanced Assessment plans. Notably, the LA Times used a growth model to evaluate teachers, a contentious practice in education due to concerns about validity. The study's evidence questions any model's validity assuming uniform student growth without considering a teacher's student demographics.

Elementary teachers often feel time-strapped due to high-stakes testing and curricular demands, leading to reduced focus on social studies. In states mandating social studies assessments, teachers allocate roughly 30 extra minutes weekly to social studies compared to non-testing states. Moreover, teachers perceiving more control over their teaching dedicate up to 6 additional hours to social studies. Surprisingly, factors like teacher credentials and school demographics had minimal impact on social studies teaching time. These findings emphasize the link between mandated tests, teacher autonomy, and social studies instruction. Advocating for social studies inclusion in standardized testing, while prioritizing teacher autonomy, is suggested to balance subject emphasis. Encouraging educators' independence might enhance social studies teaching despite test-centric pressures. A new study urges educational leaders to reshape policies, fostering both teacher autonomy and acknowledgment of social studies' importance within the accountability framework.

The upcoming implementation of Common Core instructional standards in California is described as a significant transformation for the state's education system. Michael Kirst, President of the California State Board of Education, testified that the Common Core brings about substantial changes by emphasizing deeper learning and moving away from traditional multiple-choice testing. He outlined the extensive work required for successful implementation, emphasizing the need for new policies to align various educational aspects with Common Core standards. California, one of 45 states adopting Common Core, anticipates better alignment with post-secondary study demands, emphasizing a deeper understanding of complex material, particularly in math and nonfiction text analysis. Despite a tighter focus, the standards aim to use fewer, more impactful benchmarks. The current assessment system, reliant on standardized multiple-choice tests, is considered inadequate for measuring Common Core skills. New assessments for English and math are in development, with the state adopting the Smarter Balanced Assessment Consortium. The Common Core provides more curriculum flexibility, abandoning the traditional seven-year textbook adoption cycle in favor of an expedited endorsement process for local districts. Despite the complexity, Kirst expressed confidence in California's ability to navigate this transformative shift, drawing parallels to past successful educational transformations.

"A New Culture of Learning" by Douglas Thomas and John Seely Brown presents a vision of learning in the internet era, emphasizing continuous learning intertwined with daily life. Through the story of Sam, a 9-year-old exploring programming on Scratch, the book illustrates collaborative, imaginative learning within a community setting. The authors echo John Dewey's ideals from 1900, advocating personalized, real-world-connected education. They propose structured yet flexible learning environments, akin to multiuser computer games, challenging the industrial efficiency model dominating 20th-century education. However, implementing these ideas faces resistance from established educational institutions. The book aligns with "Learning 2.0," promoting a shift from batch processing to personalized, experiential learning. Ultimately, while technology transforms learning, societal and legislative changes are crucial to reshape education towards a more adaptable and individualized model.

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.

The contemporary education system lacks Learning 2.0 due to misplaced priorities, fixating on regulations and mandates rather than holistic system design and capacity enhancement. To enable Learning 2.0, three crucial actions are imperative. First, embrace 21st Century tools for continuous learning design, fostering experimentation in institutions such as charters and pilot schools. Second, facilitate deregulation, allowing flexible financing and progress evaluation based on subject mastery rather than seat time. Lastly, invest in a learning infrastructure focused on students as end-users, promoting open-source courseware and a network of learning utilities. This transformative approach aims to establish a peer-to-peer collaborative system, emphasizing the importance of the commons where teachers contribute and adapt. The ongoing political battles around technology regulations overlook the essential question of who constructs Learning 2.0. Teachers should serve as educational artisans, actively involved in crafting learning experiences rather than solely managing external learning technology. To support this, the state should fund computer access, incentivize teacher participation, and establish design standards, aligning with Learning 2.0's vision for an adaptable, collaborative educational landscape.

Approximately 25% of California K–12 students are English Language Learners. Despite our best efforts, less than 60% of ELLs are English proficient after 6 years. In addition, their achievement levels are well below their English proficient counterparts. One of California Governor Jerry Brown’s gubernatorial goals is to reduce the messy number of categorical funding formulas and thus increase funding for English Language Learners and low income families.He would also like the State Board of Education to adopt instructional materials that provide intensive intervention and support for English Learners and to use existing federal funds to expand after-school and summer school programs to supplement English Learning programs.

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.