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.

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.

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.

Immigration has surged in the U.S., leading to increased numbers of Limited English Proficient (LEP) children in public schools. States like North Carolina and Virginia have seen a doubling of LEP students in the last 15 years, with over 10% of students classified as LEP. The linguistic diversity among LEP students is vast, with Spanish, Indo-European, Asian, and Pacific Island languages being the primary spoken languages at home. This diversity in classrooms can have both positive and negative effects on student achievement. A study conducted in North Carolina middle schools from 2006 to 2012 found that an increase in LEP peers, about two students per classroom, correlated with a decline in mathematics and reading scores for non-LEP students, suggesting a negative impact. However, the mix of languages spoken by LEP students did not significantly affect the achievement of non-LEP students. For LEP students, having more peers speaking the same language positively affected reading but negatively affected mathematics achievement. The study suggests separating LEP and non-LEP students for language arts may benefit both groups, but the effects on mathematics instruction are less straightforward and might adversely affect LEP students.

The shortage of women in STEM fields has sparked considerable attention due to its impact on the STEM workforce. Despite being the majority in colleges, women remain a minority among STEM degree holders, leading researchers to focus on their underrepresentation in these critical fields. The prevailing literature primarily examines the influence of college faculty gender on STEM outcomes, neglecting the crucial pre-college setting's role in shaping students' STEM choices. This NSF-funded study, using data from North Carolina public schools and universities, delves into the impact of the gender composition of high school math and science teachers on students' decisions to pursue STEM majors in college. Findings indicate a notable positive effect of a higher proportion of female math and science teachers on the likelihood of female students declaring and graduating with STEM degrees, particularly among those with strong math skills. This influence doesn't extend to male students, suggesting that schools with more female STEM teachers positively disrupt stereotypes, making STEM fields more appealing specifically to high-skilled young women without significantly affecting their male counterparts. The research highlights the significance of early educational opportunities challenging gender stereotypes in math and science, potentially cultivating a larger cohort of women pursuing STEM careers and challenging outdated perceptions about STEM being unsuitable for women.

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.

The persistence of high school dropout rates, especially among low-income and minority students, remains a concern despite recent declines. Targeting student engagement as a key prevention method, studies examine whether in-school arts participation can reduce dropouts. Research based on Texas high school data suggests that students engaged in arts courses face a lower dropout risk. However, caution is necessary as this correlation doesn't confirm causation. Factors like student background and unobserved characteristics may influence both arts participation and dropout behavior. While controlling for various student and school factors reduces dropout risk associated with arts participation, it doe not eliminate it entirely, suggesting a potential causal link. Presently, evidence doesn't explicitly advocate for investing solely in arts education to tackle dropout rates. Yet, it warns against abrupt cuts in arts budgets, stressing the need for a deeper understanding of how robust arts programs engage at-risk students. Despite fiscal pressures leading to cuts in arts education, mounting evidence, including controlled trials, underscores the value of arts in public school curricula, urging policymakers to consider these findings when making decisions.

Addressing the academic achievement gap among minority and low socioeconomic status students, especially in majority-minority states like California and Texas, has gained attention regarding language variety as a potential factor. A study reviewed by Educational Policy presents recommendations for state policymakers based on a Texas Legislature-commissioned study. This study urges recognizing students who speak language varieties other than standard English as Standard English Learners (SELs), highlighting their unique educational needs. The expert panel offers five key recommendations: enhancing educators’ understanding of language diversity, teaching strategies for students to acquire standard English, integrating language variety into curricula, and fostering a tolerant environment among stakeholders. The study emphasizes the necessity of increasing teacher capacity to identify and support SELs in classrooms, proposing considerations and strategies for states or local education agencies (LEAs) to design effective programs and policies. The report advocates for legislative and administrative actions to equip teachers for specialized instruction to meet the needs of SELs and ensure policy success.

The high school dropout issue carries significant societal and personal costs, impacting unemployment, lower income, mental health, and crime rates among dropouts. Despite its gravity, there's a lack of comprehensive data on effective interventions or policies addressing this problem. Existing research primarily identifies risk factors and describes interventions, but lacks strong experimental evidence. A systematic review examined characteristics of dropout interventions and effective policy/practice components. It highlighted a mismatch between known risk factors and intervention focus, often centered on individual student-level efforts. The review suggested that many dropouts disengage from school over time, urging interventions tailored to diverse subgroups. However, current studies lack subgroup-specific intervention analyses. Researchers propose a tiered prevention approach, yet empirical evidence supporting this method remains scarce. While experts advocate school-level interventions, empirical research doesn't offer clear guidance on matching interventions to specific risk factors or subgroups. This gap challenges the integration of dropout interventions into comprehensive frameworks, hindering effective and efficient solutions.

Researchers explore the journey of Latino English learner (EL) students toward reclassification, a significant milestone shifting them from specialized language services to mainstream classes. Data from a 12-year period in a major urban district examined progress toward reclassification among different language programs. A new study finds that Latino EL students in bilingual programs take longer to be reclassified but show higher reclassification and proficiency rates by high school. While it takes longer, a greater proportion of students in bilingual programs eventually become proficient in English and are reclassified compared to those in English immersion programs. These findings suggest the need for districts to assess the effectiveness of bilingual instruction over time and consider different benchmarks for instructional models based on language of instruction. Additionally, the study emphasizes the importance of EL programs ensuring full access to rigorous content and interaction with English-speaking peers, suggesting that English language development should not limit enrollment in other classes and should be integrated into content area classes.

Educators face growing pressure to utilize data for informed decision-making, yet the research supporting this movement remains underdeveloped. A recent Educational Administration Quarterly article delves into organizational factors influencing data use, drawing from four California school systems. Across traditional districts and charter management organizations (CMOs), state and federal accountability systems heavily shape data use. These systems prioritize data from state assessments and benchmark exams, crucial for program improvement and attracting families in charter schools. Organizational conditions, like decision-making structures, financial resources, and regulatory environments, impact resource allocation for data use. While financial constraints universally limit efforts, CMOs’ decentralized structures enable investments in human capital and technology. These findings highlight tensions arising from diverse accountability demands and propose revisiting metrics underpinning success. They also suggest avenues for sharing best practices, such as districts aiding teacher support while CMOs demonstrate advanced data management systems. Policymakers can leverage these insights to navigate accountability complexities and foster cross-system learning.

Urban high schools often struggle with low attendance and high dropout rates, contributing to socio-economic and racial academic disparities. Attention has turned to students' experiences during summer breaks and the impact of large-scale summer employment programs on educational success. Recent research delves into the influence of such programs on high school students' attendance and academic achievements in the subsequent school year. Many cities, including those in California, offer publicly-funded summer employment programs not explicitly aimed at improving educational outcomes. Yet, these programs may enhance attendance and other educational factors. Employment can foster non-cognitive skills and positive habits while keeping students engaged during breaks. A new study, utilizing New York City's Summer Youth Employment Program (SYEP) data, employs a lottery system for program allocation, creating a control group for causal analysis. Examining 36,550 applicants, the research reveals a 1 to 2 percent attendance increase on average, particularly beneficial for students at higher educational risk. SYEP also enhances the likelihood of attempting and passing statewide exams, indicating its positive influence despite not affecting test scores. Amid fluctuating public funding for such programs, this study highlights the potential impact of summer employment on academic outcomes. It provides crucial insights, suggesting that while not explicitly education-focused, summer youth employment programs may significantly contribute to addressing low school attendance issues.

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.

A new study compares Hispanic students' performance on Advanced Placement (AP) English exams across California, Texas, and Arizona from 1997 to 2012. Significant differences were found among the states, with Arizona having the highest passing rates, California following, and Texas consistently showing the lowest passing rates. Despite increased Hispanic participation in AP English exams, most students didn't achieve scores for college credit or advanced placement. The College Board urged equity in AP classrooms, advocating for demographic parity in successful AP students. However, none of the states met this criterion for Hispanic students. Placing unprepared students in AP courses was highlighted as an issue, emphasizing the importance of aligning prerequisite curriculum for college readiness. While AP programs aim for wider access, reducing funding without addressing readiness and support risks being wasteful, missing opportunities to prepare students effectively for college. Efforts focusing on prerequisite skills and additional support for students are crucial to ensure AP participation truly aids in college preparation and success.

Recent state policies, such as Proposition 227 in California, advocate integrating English Language Learner (ELL) students into general education classrooms alongside non-ELL peers. While existing research has mainly focused on ELL student outcomes, a new study explores how the presence of ELL students impacts the social development of their non-ELL classmates, an area less explored in prior studies. Utilizing data from kindergarten and first grade students, the study examines the relationship between the number of ELL classmates and the social development of non-ELL students. Findings suggest a positive correlation: higher numbers of ELL classmates relate to reduced problem behaviors and enhanced social skills among non-ELL students. Additionally, teacher training in English as a Second Language (ESL) appears to amplify these positive effects. This understanding holds significance for California's educational landscape, witnessing an increase in ELL students in general education settings. Identifying influential classroom factors can shape more effective practices, particularly in fostering social development, crucial for lifelong educational success.

In 1981, the National Commission on Excellence in Education spurred 26 states to heighten graduation requirements in math and science by 1989. Intended to enhance college readiness, these changes raised concerns about increased dropout rates among ill-prepared students. Analyzing data from over 2.8 million individuals, a new study has unveiled worrisome trends. Higher course graduation requirements (CGRs) correlated with elevated high school dropout rates across the board, particularly affecting groups like Black men, experiencing a 1.9 percentage point increase. The increased CGRs showed no significant effect on overall college enrollment. Conversely, they diminished the likelihood of post-high school college attendance for Black women and Hispanic men and women. However, within these groups, individuals less prone to childhood relocations demonstrated improved college degree attainment with heightened CGRs, notably observed among Hispanic men and women. Despite some benefits for specific groups, the study underscores the limited short-term gains from heightened CGRs. It stresses the need to anticipate unintended consequences in policy changes, especially in diverse populations. This insight remains crucial, particularly in implementing more rigorous academic standards, emphasizing the necessity for robust academic and psychosocial support for potentially underprepared students.

Performance-based accountability (PBA) encourages using achievement data for school improvement, including student assignment decisions. A recent study focuses on Florida elementary schools under PBA to understand their practices. While all schools used performance data (test scores, course grades) for student assignments, there was little variation between high- and low-performing schools. Despite PBA's intent to assist struggling students, researchers found no significant shift in assigning them to more effective teachers. Schools aimed for balanced classrooms, distributing high, middle, and low performers equally across teachers. Principals emphasized fairness and conducive learning environments over targeting struggling students to specific teachers. This study reveals that while PBA influenced using performance data for assignments, it did not prompt schools to allocate struggling students to the most effective teachers. Principals prioritized fairness, maintaining balanced classrooms, and spreading students evenly across teachers rather than concentrating struggling students with particular educators.

Over the last 15 years, federal and California laws have aided older foster care adolescents in completing high school and accessing higher education. Education is crucial for these youths, often lacking family support. Attainment significantly influences stable employment and self-sufficiency. Despite investments, few studies focus on educational impact for foster care teens. Research in three Midwest states showed small differences in employment and earnings between those with no credential and a GED. High school diploma completion offered a substantial advantage, while some college yielded further benefits, and the highest outcomes were seen in college graduates. On average, former foster care youths earned half of their general population counterparts and faced a 22-point employment gap. However, similar education levels narrowed these gaps, with education impacting foster care youths more than their peers. GED completion didn't significantly alter outcomes, emphasizing the importance of high school diplomas. Legislation emphasizing high school completion and college entry aligns with findings. Yet, to ensure sustained support during degree completion, laws might require reevaluation or expanded partnerships. The California Fostering Connections Act extension to 21 might boost college participation, but higher earnings suggest the need for ongoing support through degree completion.

Over decades, rural areas consistently lose younger residents, especially in economically challenged regions offering unstable work. This outmigration leads to imbalanced demographics, with better-educated individuals leaving and those remaining having lower education and incomes. This shift creates uncertainty about education's significance linked to leaving. Retaining youth becomes vital for rural areas. Recent studies suggest schools inadvertently encourage departure by prioritizing high achievers, yet research involving 9,000 rural students counters this. While high-achieving rural students tend to leave, they share strong community ties and similar desires to depart as their peers. Schools aren't actively pushing students away; instead, students' views on local economies shape their aspirations, irrespective of academic status. This emphasizes rural youths' connections and potential retention if opportunities arise. It underscores the need for national/regional policies supporting rural sustainability, addressing the wider lack of opportunities in rural America. It might not merely be local underinvestment but rather a systemic absence of regional/national investment in rural areas.

The stringent focus on standardized tests in California has narrowed teaching to align with state assessments, potentially reducing exposure to subjects like the arts, especially for disadvantaged students. To test the impact of arts exposure, a large-scale experiment took students to an art museum. Results showed a significant improvement in critical thinking skills, notably among minority and economically challenged students, with a 9% increase in the critical thinking measure after the museum visit. Despite the modest intervention—a brief museum visit guided by professionals—students reaped notable benefits. This suggests that cultural institution visits could offer meaningful learning experiences. Policymakers and educators should consider targeting such opportunities, especially for disadvantaged students. The study highlights the risk of curtailing such experiences due to budget constraints and test pressures, underscoring the potential loss of valuable outcomes like critical thinking skills. Therefore, preserving or enhancing these experiences is crucial for students' holistic development, particularly for those facing economic challenges.

Researchers examined how each state addressed specific learning disabilities (SLDs) among culturally diverse students under the Individuals with Disabilities Act. Analyzing state policies, they found 36 states lacking beyond federal guidelines, while fewer than half had specific regulations. Guidance documents varied widely, detailing practices from CLD-sensitive assessments to personnel suggestions. California included interpreter use and peer comparison for CLD students. Some states demonstrated integrated support, but California lacked this. The study urges comprehensive, integrated state-level guidance for CLD students, emphasizing coordinated communication among state departments to improve local education agency practices.

Over the past decade, surveillance systems and surveys have emerged to monitor student health behaviors, aiding public health approaches in preventing risk behaviors and promoting health. These systems are vital for understanding problems, tracking trends, and shaping interventions. Military-related events negatively impact academic and emotional outcomes for military-connected (MC) children. The Building Capacity in Military-Connected Schools initiative, a collaboration between USC and eight districts, aims to foster inclusive and supportive school environments for both military and nonmilitary students. The California Healthy Kids Survey (CHKS), a comprehensive surveillance system, mandated by the state’s Department of Education, collects data from students, parents, and school staff. The Building Capacity initiative expanded this by including modules specifically addressing military connections. Surveys revealed priorities like bullying, mental health, and threat assessment. Districts used this data to organize workshops, implement new programs, and consider policies for supporting MC students, creating safer and more tailored school environments. These surveillance systems empower districts to develop targeted, evidence-based interventions and policies based on unique school needs and shared concerns.