Is Charter School Competition Associated with Increased Organization and Achievement in Traditional Public Schools?

Commentary author
Tomeka Davis
Summary

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.

Is There Empirical Evidence Consistent with the Claim that Charter Schools 'Push Out' Low-Performing Students?

Commentary authors
Ron Zimmer
Summary

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.

Reducing School Mobility with a Relationship-Building Intervention

Commentary author
Summary

The United States witnesses frequent school changes among children due to various reasons, contributing to stress and educational disruption, especially among marginalized groups. Scholars suggest schools should foster better relationships with families to minimize unnecessary mobility, yet these strategies often lack rigorous testing. Researchers evaluated the Families and Schools Together (FAST) intervention's impact on reducing mobility by enhancing parent-school relations in low-income Hispanic elementary schools. Overall, the intervention didn't significantly lower mobility rates, with 35-45% of students changing schools. However, for Black families in the intervention, mobility dropped notably, aligning with other groups. The study underscores that school mobility hinges on diverse reasons; while socioeconomic factors might limit interventions' effectiveness, dissatisfaction or social isolation could be mitigated by fostering stronger school-family ties.

Measuring Student Academic Growth

Existing Models May Not Serve English Learner Students or Their Teachers
Commentary author
Summary

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.

High School Socioeconomic Segregation and Student Attainment

Commentary author
Summary

The Coleman Report highlighted the strong link between school socioeconomic composition (SEC) and student achievement, supported by subsequent research. However, little focus has been given to school segregation's impact on student attainment, critical for future life outcomes. A new study in the American Educational Research Journal aimed to bridge this gap by examining 10th graders from the Education Longitudinal Study of 2002. The findings revealed that high SEC schools significantly correlated with higher high school graduation and college enrollment rates, with a 68% greater likelihood for 4-year college enrollment. Peer influence and school emphasis on academics emerged as key mechanisms, showcasing positive influences in high SEC schools but negative impacts in low SEC ones. However, low SEC schools often struggle with student disorder linked to their demographics. Addressing the effects of SEC on attainment requires altering school demographics, necessitating integration by resolving structural barriers. While large-scale busing isn't viable, incentivizing neighborhood integration could facilitate successful school integration, allowing states and municipalities to embrace integration plans willingly.

Retained Students and Classmates’ Absences in Urban Schools

Commentary author
Summary

Research largely opposes grade retention due to its negative effects on students academically and developmentally. While this impact on retained students is well-documented, little attention has focused on how retention affects non-retained classmates. a new study delves into the influence of retained classmates on the absence behavior of non-retained students in urban schools. It utilizes a large dataset from an entire school district, finding that a higher percentage of retained classmates correlates with increased absences among non-retained students, particularly unexcused absences, suggesting potential academic disengagement. These results emphasize the need for California to proactively document retention effects and craft supportive policies, crucial for success, especially in high-needs urban schools where retention practices persist despite their potential negative impact.

Effects of Home-Based and School-Based Summer Literacy Programs

Commentary authors
James S. Kim
Summary

In California, income-based reading gaps persist. Summer reading programs, including home-based ones, combat the "summer slide." A meta-analysis of 35 studies shows they enhance reading, especially comprehension. School-based programs with research-based strategies notably impact comprehension scores. Low-income students benefit more, perhaps due to differing summer learning loss patterns. Control group students from higher-income backgrounds gain reading scores over summer, contrasting with stable or declining scores for low-income peers, magnifying program effects. However, benefits diminish over time for all. The analysis supports summer programs for literacy. While both school-based and home-based approaches seem equally effective overall, school-based methods stand out with research-based strategies. Despite initial advantages, low-income students also experience fading effects. Addressing this fade-out and ensuring year-round support become crucial for sustaining summer gains.

The Gap That Can’t Go Away

The Catch-22 of Reclassification in Monitoring the Progress of English Learners
Commentary author
Summary

Researchers spotlight the importance of evaluating the progress of English Learners (ELs), those Reclassified as Fluent English Proficient (RFEPs), and their combined group. An inherent issue emerges: successful RFEPs are often excluded from EL progress assessments due to their reclassification. Analyzing 2010 California data reveals critical insights: RFEPs constitute a significant portion of initially classified ELs (IELs), demonstrating the underestimation of the IEL population when focusing solely on current ELs. Additionally, RFEPs' achievements closely align with English-only students (EOs), suggesting an exaggerated achievement gap between EOs and IELs when RFEPs are omitted. Furthermore, neglecting RFEPs hinders recognizing positive trends; their increasing numbers and enhanced English Language Arts proficiency between 2005 and 2010 remain unnoticed. Policy suggestions emphasize the consistent inclusion of RFEPs in progress assessments to ensure accurate evaluations, especially within federal mandates like the Common Core Initiative.

The Impacts of Success for All on Reading Achievement

Commentary author
Summary

In California, student mobility disrupts education for both students and educators, especially in urban schools serving disadvantaged communities. A recent study delves into the Success for All (SFA) program's effectiveness, focusing on early literacy skills for grades K–5. Research utilized a large-scale trial's unique setup to assess SFA's impact on later elementary grades (3–5) by comparing schools implementing SFA in different grade clusters. Surprisingly, the study found no positive or negative effects of SFA in grades 3–5 compared to standard instruction. This contradicts the program's previously observed positive effects in earlier grades from the same trial. These findings suggest that strategies successful in early grades might not seamlessly translate to later ones. However, it is important to note that this study's setup does not mirror the intended SFA implementation. Still, it echoes the experiences of many mobile students who begin in later grades at new schools. The paper concludes that more research is necessary to understand how schools can better support mobile students, emphasizing the need for improved instructional designs in later elementary years, despite earlier successes.

Class or Race

How Does Socioeconomic Diversity Affect Cross-Racial Interactions?
Commentary author
Summary

Researchers explore the impact of class diversity on cross-racial interaction in higher education, particularly pertinent in states post-affirmative action bans like California. While class diversity indirectly influenced interactions, racial diversity had a direct effect. Interacting across class lines correlated with greater racial interaction, but class diversity alone did not ensure robust engagement with racial diversity. A new study finds that despite a relationship between race and class diversity, they are not interchangeable. Racial diversity's impact was not overshadowed by class diversity, indicating its distinct influence on cross-racial interaction. Class diversity, coupled with racial diversity, was noted to challenge racial barriers and enhance conditions for interracial contact, aligning with Gordon Allport's contact theory. In California's higher education, threats to diversity arise from limited state funding and increased out-of-state enrollments. Despite enrolling many Pell Grant recipients, racial diversity remains limited, highlighted in legal cases such as Fisher v. University of Texas. The study underscores the crucial role of both class and racial diversity in preparing students for engagement in a diverse society and contributing to civic good.

Can High Schools Reduce College Enrollment Gaps with a New Counseling Model?

A Summary of a Research Study
Commentary authors
Jennifer L. Stephan
James E. Rosenbaum
Summary

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.

The Limits of Career and Technical Education in Improving Math Achievement among High School Students

Commentary author
Robert Bozick
Summary

Career and technical education (CTE) battles outdated perceptions as a fallback for struggling students. Despite national academic reforms, CTE has evolved, emphasizing college and career readiness through blended academic and technical skills. Federal initiatives like the Perkins Acts transformed CTE into a broader curriculum, aiming to equip students with various skills through career clusters and integrated courses. Analyzing over 7,000 students' transcripts, a recent study found that those taking occupational CTE courses alongside academics showed similar math learning gains to those solely in academic courses. This challenges expectations of CTE's academic impact, particularly amidst initiatives like the Common Core State Standards (CCSS), which emphasize academics and integration. The study questions CTE's effectiveness in improving math learning and suggests the need for refined courses that better reinforce academic skills. It prompts a reevaluation of federal investments in CTE, highlighting the necessity for alignment with evolving academic standards to benefit students' overall educational outcomes.

Improving Accountability through Expanded Measures of School Performance

Commentary authors
Summary

California, a pioneer in school-based accountability, established the Academic Performance Index (API) in 1999, encompassing subjects and graduation rates. With the move past No Child Left Behind (NCLB), the state aims to enhance the API by embracing student growth, college readiness, and broader academic and social objectives. A RAND study identified additional measures adopted by 20 states, expanding beyond NCLB requirements, including student performance in extra subjects, growth over time, performance indices, and college readiness indicators. Emerging measures cover safe school environments, graduation risk, and interim assessments. RAND suggests customized local indicators, aligned incentives, supportive teaching structures, local validation studies, and collaborative statewide systems to foster comprehensive data collection and decision-making. As the Common Core assessments approach, the paradigm shifts towards redefining student achievement measurement, urging a holistic approach to data collection to inform stakeholders effectively.

No Child Left with Crayons

The Imperative of Arts-based Education and Research with Language 'Minority' and Other Minoritized Communities
Commentary authors
Sharon Verner Chappell
Melisa Cahnmann-Taylor
Summary

In response to the No Child Left Behind Act, discourse around "failing schools" disproportionately affects minoritized communities, sidelining broader educational visions and eroding arts from public school learning. California's arts programs suffer, with 89% of K–12 schools lacking consistent arts education. This scarcity predominantly affects minoritized youth, amplifying disparities in resource-deprived schools, denying these students the qualitative problem-solving and social growth inherent in arts engagement. Advocating for arts and diversity education reform, a new study urges reconsideration of teachers' attitudes toward arts and challenges limited perspectives on students' experiences. Researchers emphasize the transformative potential of arts as a tool for minoritized school reform, fostering agency and cultural representation for impacted communities. The study dismantles the term "minority," advocating for a reimagining of multicultural education as universally designed to cater to all communities' needs. Researchers further propose leveraging arts as research tools to comprehend classroom dynamics and family roles within school communities, redefining research purposes and literacy values in K–12 education. The study ultimately calls for open engagement and dialogues involving minoritized and majoritized youth to underscore the potential impact of arts in research, curriculum, and pedagogy, challenging binary thinking and inviting exploration toward equitable, hopeful futures for all.

Are Larger Class Sizes a Problem Worth Worrying About?

Commentary author
Summary

In recent years, budget cuts led to increased class sizes across the US. California notably saw a 20% rise, adding over 4 students per class between 2009–2010. This sparks debate on allocating limited resources, with class size at its core due to its impact on educational costs. Studies on class size effects show inconsistent, modest benefits. Although reducing class size incurred substantial costs in the past, raising it could mitigate harm amid budget cuts. California's prior investment in smaller classes yielded limited effects due to swift implementation. Rising class sizes’ impact depends on implementation; layoffs based on teacher effectiveness might counteract negative effects on student achievement. The debate centers on balancing budgets without compromising student learning, especially crucial amid fiscal challenges in education.

The Case for EL Specialists

Commentary author
Eugene Garcia
Summary

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.

Can Research Design Explain Variation in Head Start Research Results?

Commentary authors
Hilary M. Shager
Holly A. Schindler
Katherine A. Magnuson
Greg J. Duncan
Hirokazu Yoshikawa
Cassandra M. D. Hart
Summary

In a recent study of Head Start's impact on early childhood education, a meta-analysis reviewed 28 studies from 1965 to 2007. Head Start yielded a 0.27 effect size, indicating modest improvement in children's short-term cognitive outcomes, aligning with general early childhood education programs. Yet, its effects were smaller compared to more intensive programs like Perry Preschool, but within the range of wider ECE averages. Research design significantly influenced these outcomes, particularly the nature of the control group. Studies with an "active" control group, exposed to other forms of ECE, showed smaller effects than those with a "passive" group, receiving no alternative ECE. As ECE attendance rises, communities with multiple ECE options could produce smaller Head Start effects. This does not question Head Start's efficacy but highlights other effective ECE alternatives, skewing comparative evaluations. Skills closely tied to ECE curricula, like early reading and math, responded better to Head Start than broader cognitive skills, suggesting tempered expectations for effects on measures like vocabulary or IQ. Finally, the study emphasizes considering measurement quality when interpreting program evaluation outcomes.

California’s Increasing Graduation Rate Outpaces the Nation

Commentary author
Summary

California's 2011–12 academic year showed a drop in dropouts and a rise in high school graduation rates. Graduates from the ninth grade in 2008–9 reached 78.5%, a 3.8% increase over two years. Federal data also highlight this trend, marking California's highest graduation rate in two decades. However, challenges persist, with significant disparities among racial groups. Factors like national campaigns and local initiatives contribute to these positive shifts, yet broader improvements will require addressing societal issues like unemployment and poverty. These advancements in graduation rates reflect collaborative efforts from various stakeholders, but the trajectory for future progress hinges on deeper community and familial support, especially in tackling socioeconomic challenges.

Which Materials?

Evaluating Curricular Effectiveness
Commentary authors
Rachana Bhatt
Summary

The absence of nationwide data on school curriculum usage reveals a crucial gap in education assessment. In Indiana, a study assessed three popular curricula, uncovering significant differences in their effectiveness based on school test scores. Surprisingly, a less effective curriculum retained its market presence, potentially due to a lack of efficacy information for decision-makers. Advocating for improved data collection, the study emphasizes integrating curriculum data into existing state systems, enabling similar research nationwide. This approach could empower education officials with vital insights into curriculum effectiveness, supporting evidence-based decisions in curriculum adoptions.

School-based Program Provides Important Lessons for Supporting Foster Youth

Commentary author
Summary

Educational challenges persist for foster care youth, with limited solutions documented. In urban Seattle, a program supporting middle schoolers in foster care significantly enhanced reading skills over a school year through tutoring, mentoring, and advocacy. While replicating the entire program might not be feasible, integrating key aspects into existing systems holds promise. Establishing liaisons between education and child welfare systems, promoting mutual professional awareness, ensuring seamless communication for individualized care, and offering tailored support via community resources and volunteer tutoring are vital steps. Equally crucial is preparing these youths for adulthood, encompassing college planning, vocational training, and life skills. Collaboration among social workers, educators, and caregivers emerges as crucial for fostering academic success and overall well-being for foster care youth. Aligning efforts and resources can create a supportive environment conducive to their educational achievements, addressing their vulnerabilities effectively.

Do GATE Programs Take Resources Away from Needier Students, or Do They Reflect an Equal Commitment to All Children?

Commentary author
Ryan Yeung
Summary

In examining the state of gifted and talented education (GATE), the impact of financial strains on these programs in California becomes apparent. During budget constraints, districts often slash funding for GATE, leading to drastic program reductions. Despite the belief that gifted students can excel without additional resources, international assessments, like the Trends in International Mathematics and Science Study (TIMMS), reveal American gifted students underperform globally, notably in math and science. This underperformance might stem from the inequitable funding landscape where the average district receives minimal state support ($3.38 per pupil), leaving only a minority with additional funding. Advocating for increased GATE funding seeks to rectify disparities rather than create inequality. The present funding discrepancies result in a form of horizontal inequity, suggesting that access to resources shouldn't hinge on a district's wealth. Encouraging uniform opportunities for gifted students, regardless of district economic status, aligns more with equitable education principles.

Combination Classes and Student Achievement

Commentary author
Summary

A new study examines combination classes' impact on first-grade academic achievement with data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K). Researchers contrast students in single-grade classes to those in K–1 and 1–2 combination classes. Contrary to prior studies, this analysis found no discernible difference in reading, math, or general knowledge scores between students in combination classes and those in single-grade setups. Schools offering combination classes appeared more disadvantaged, primarily located in the western U.S. and often on a year-round calendar. The study acknowledges potential unobservable biases and the limitation of its scope and size. Nonetheless, it challenges previous findings and emphasizes the need to consider school variations when evaluating combination-class impacts on student achievement.

English Learners and Full-Day Kindergarten

Commentary author
Summary

A new study explores the impact of full-day kindergarten on English learner (EL) students in California, a group previously overlooked in research on extended kindergarten programs. While overall findings showed no significant difference in performance between EL full-day and half-day students in first or second grades, nuanced benefits surfaced within specific subgroups. EL students in full-day programs were 5.2% less likely to face retention in early grades, indicating potential help for at-risk students. Moreover, EL students with stronger English skills upon kindergarten entry exhibited advantages: they were more likely to progress to fluent-English proficiency by second grade, demonstrated higher reading skills, and slightly improved English fluency. Interestingly, students from lower-performing schools experienced the most substantial benefits from full-day kindergarten. Despite no broad performance differences, targeted advantages for specific EL subgroups emphasize the nuanced impact of extended kindergarten hours. Schools considering adopting full-day programs should weigh these specific benefits against implementation costs for individual districts.

The Academic Consequences of Changing Schools

Commentary author
Summary

Student mobility, the act of changing schools, often leads to academic setbacks, yet determining whether this shift directly causes harm remains challenging. Analyzing data from Metropolitan Nashville Public Schools, a recent study examines various school changes' impacts on students' annual growth in reading and math. Despite the reasons for relocation, such as desegregation policy shifts, all types of school changes adversely affect academic progress. Research demonstrates that changing schools is linked to diminished growth in test scores, equivalent to a loss of ten days of instruction, impacting disadvantaged and advantaged students alike. Surprisingly, this academic penalty remains consistent regardless of the move's compulsion or the cause. Disadvantaged students, experiencing more frequent school changes, consistently lag behind their peers, emphasizing the educational system's role in mitigating school shifts' disruptive effects. While school mobility is considered a reform tool, this research underscores its limited efficacy, complicating its potential as a solution for disadvantaged students in struggling schools.

Finding the Time

The Influence of Testing and Teacher Autonomy on Social Studies Marginalization
Commentary authors
Paul G. Fitchett
Tina L. Heafner
Richard G. Lambert
Summary

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.