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.
Smart Money examines how successful school districts allocate resources linked to higher student achievement. It suggests integrating student achievement goals into labor negotiations between school management and unions. Currently, talks primarily revolve around wages and employment conditions, overshadowing student success. Advocating a transformative shift in labor law, the book proposes making student achievement a mandatory negotiation topic. This change aims to align budgeting with educational goals, prompting discussions on resource impact. It resists prescribing specific goals but encourages discussions, prompting both sides to consider how funds affect achievement. This approach broadens goals beyond test scores to encompass graduation rates, language proficiency, and authentic assessments. Incorporating student achievement goals in labor contracts could gradually reshape practices without disrupting established structures. The change aims to enhance educational outcomes in bargaining discussions while maintaining negotiation processes.
Research findings indicate that the California High School Exit Exam (CAHSEE) exit exam has not yielded the expected benefits and, instead, has negatively affected many students. Criticism revolves around the exam's low proficiency levels in math (7th-8th grade) and English (10th grade). The debate focuses on the necessity of the exam and the appropriate performance standard. Increasing the bar to a college-ready level might significantly raise graduation failure rates, while eliminating the exam could diminish a student's incentive for engagement. With the emergence of new assessment systems aligned to Common Core Standards, the conflict between graduation requirements and college readiness will likely intensify, potentially leading to the abandonment of the exit exam.
PACE has been hosting the California Diploma Project, uniting eight stakeholders across the state's education system to enhance alignment. Recently, they endorsed using the 11th-grade CST in the Early Assessment Program as a measure of readiness for college-level work. This sets a clear target for students aiming for college success and provides a benchmark for diverse college assessment systems. However, the majority of California students fall short of this readiness standard. In 2009, only a small percentage met the EAP standard in English and Math. While boosting these numbers won't be simple, having a common indicator for college readiness offers a starting point to address this challenge.
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.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
