From Reactive to Proactive

Putting Districts in the AI Driver’s Seat
Commentary authors
Pat Yongpradit
Glenn Kleiman
Summary

Artificial intelligence (AI) encompasses a broad set of tools developed to perform tasks that have historically required human intelligence. The new generative AI tools, such as ChatGPT, are not programmed with a specific set of instructions; rather, they are trained on sets of data and algorithms that guide how they respond to prompts. We are increasingly using a range of AI tools—such as autopopulate suggestions, navigation systems, facial recognition on phones, and ChatGPT—in many aspects of our lives. Because of the prevalence and power of these tools, their rapid development, and their potential to be truly disruptive—in positive and negative ways—it is critical that school districts develop policies, guidelines, and supports for the productive use of AI in schools. Later in this commentary, we discuss many of the short-term positives and negatives of using AI in schools. The greatest impact of AI, however, is how it can transform teachers’ roles and student learning.

The Urgent Need to Update District Policies on Student Use of Artificial Intelligence in Education

Summary

During the 2022–23 school year, artificial intelligence (AI) evolved from an experimental technology few had heard of into readily available technology that has become widely used by educators and students. There are many ways educators can use AI that may positively revolutionize education to benefit classroom instruction, to support data use and analysis, and to aid in decision-making. The biggest potential upsides of AI for education will be accompanied by major disruptions, however, and districts will need time for thoughtful consideration to avoid some of the worst possible pitfalls. This commentary focuses not on how best to harness the potential of AI in education over the long term but instead on the urgent need for districts to respond to student use of AI. We argue that during summer 2023, districts should adopt policies for the 2023–24 school year that help students to engage with AI in productive ways and decrease the risk of AI-related chaos due to society’s inability to detect inappropriate AI use.

Supporting Principals

Commentary authors
Tomika Romant
Summary

School principals faced an uphill battle during the pandemic, juggling the shift to virtual learning, navigating COVID-related challenges, and grappling with staff shortages upon returning to in-person classes. Many are now contemplating leaving their positions due to overwhelming stress and inadequate support. The focus isn't just on getting through the pandemic but on understanding how to effectively support principals for better teaching and learning quality. Conversations and research highlight three vital aspects: schools need robust external support networks to address diverse student and staff needs beyond campus; principals must be enabled to concentrate on teaching instead of administrative COVID-related tasks; and fostering collaboration among principals through peer-to-peer learning networks provides essential knowledge and support. Moving forward, California's investment in education presents an opportunity to alleviate the burden on principals, but it's crucial to establish continuous learning structures and support systems to maximize these resources. Policymakers should prioritize supporting principals to ensure their roles remain challenging yet manageable, ultimately benefitting students and their overall academic experience.

Strong, Collaborative Labor–Management Relations Can Move Postpandemic Education Forward

Commentary author
Summary

The past 18 months have presented unprecedented challenges for education. As schools gear up for the new academic year, decisions made now will shape the recovery from the pandemic. Collaboration between districts and teacher unions holds the potential to steer education into a stronger future. Although the pandemic strained some labor–management relationships, a California study found that many districts and unions worked collaboratively to address challenges during the crisis. As education moves forward, several key areas need attention: approaching problems collaboratively, prioritizing equity, smart allocation of resources, considering staffing needs, ensuring school safety, and potentially empowering school-level labor–management teams. These steps are vital for a robust recovery and the creation of an education system grounded in fairness and effective learning.

Utilizing COVID-19 Recovery Funds to Serve English Learners in California

Commentary author
Oscar Jiménez-Castellanos
Summary

COVID-19 has disproportionately affected English learners (ELs) across participation rates, learning setbacks, health concerns, and parental disconnection. California's plan to reopen K–12 schools in fall 2021 coincides with a $15.3 billion influx from the American Rescue Plan to assist in reopening safely and address student needs. Each district must outline their use of these funds by June 1, 2021, with 20 percent dedicated to tackling learning loss. To benefit ELs, ten evidence-based recommendations are proposed. These include comprehensive fund use, leveraging cultural assets, tailored support, high-quality programs addressing language and culture, multilingual health services, parent engagement, educator training, reduced class sizes, and hybrid learning models. The piece emphasizes learning from past funding mistakes to provide progressive and equitable education for all, emphasizing the diverse needs of ELs in California's public schools.

Environmental Education and Nature-Rich Experiences

Essential for Youth and Community Well-Being During the COVID-19 Pandemic and Beyond
Commentary authors
Nicole M. Ardoin
Alison W. Bowers
Summary

Amid the COVID-19 crisis, environmental education faces severe risks, jeopardizing its role in student development. Approximately 11 million US students could lose access to crucial outdoor learning experiences, raising concerns about the field's future. Pandemic-driven safety priorities led schools to sideline environmental education, often perceived as non-essential. However, research underscores nature's vital role in physical, emotional, and intellectual growth, particularly crucial during the pandemic's isolating measures. California's wildfires compounded these challenges by limiting outdoor access. Environmental education offers rich stimuli for children's development, fostering resilience and learning. Integrating outdoor experiences, even amid remote learning, is crucial, especially for young learners. Environmental educators possess the expertise to reimagine learning, suggesting restorative nature experiences, supporting families in outdoor learning, and restructuring educational norms. Leveraging their skills can redefine schooling, emphasizing outdoor classrooms and partnerships with local resources. Despite being seen as a luxury, environmental education is vital, nurturing well-being, resilience, and a positive future amid crisis. Experts advocate for environmental educators' pivotal role in shaping a brighter, nature-rich future, especially crucial during this transformative educational phase.

COVID-19’s Impact on English Learner Students

Possible Policy Responses
Commentary author
Summary

English learners (ELs) face diverse challenges during the pandemic, with varied educational needs and health concerns. The forthcoming academic year will likely amplify the academic gap between EL and non-EL students due to limited access to distance learning. To address this, several policy recommendations are proposed. Universal basic income, health care, and tech access are vital for EL families, especially for those in low-income or undocumented situations. Distance learning must cater to ELs by providing devices, multilingual content, and non-tech learning options. Improved communication with EL families and leveraging their cultural assets are crucial. Extending learning time for ELs, promoting collaboration among teachers, and hiring bilingual family members as aides or tutors are recommended. Assessing returning students' academic status and monitoring funds allocated for ELs' needs are vital. These policy suggestions aim to address EL education challenges amidst the pandemic, stressing equity, resources, and inclusivity in education.

Our Children’s Education Should be a Priority as California Recovers from Coronavirus

Commentary author
Summary

PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.

Evidence to Inform Recovery

PACE’s Response to COVID-19
Summary

COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery

Summary of the 2020 PACE/USC Rossier Poll Results Presentation

Commentary author
Dan Silver
Summary

The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.

A Bargain Half Fulfilled

Teacher Autonomy and Accountability in Charter and Public Schools
Commentary author
Zachary Oberfield
Summary

A new study focuses on the anticipated advantages of charter schools compared to public schools, particularly in terms of teacher autonomy and accountability. While the charter school system was envisioned to provide educators with more freedom and responsibility, this research sought to verify these assumptions. Analyzing teacher survey data, the study found that teachers in charter schools indeed experienced more autonomy than those in public schools. However, there was no significant disparity in how accountable they felt. Interestingly, within the charter school realm, teachers in schools run by Educational Management Organizations (EMOs) reported less autonomy compared to teachers in independent charter schools, with a parallel level of accountability. The research suggests that excessive administrative red tape, especially prevalent in public schools and EMO-run charters, may hinder teacher autonomy. This raises concerns about the accountability aspect of the charter school arrangement and calls for improvements in both sectors. Public schools might benefit from reducing unnecessary administrative burdens to enhance teacher autonomy, while charter schools, especially EMO-run ones, need to address issues hindering teacher independence and accountability fulfillment.

Michael Kirst on New Federal and State Policies

Implications for Researchers and Data Systems
Commentary author
Summary

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.

Monetary vs. Non-Monetary Incentives for Program Participation

An Experiment with Free Middle School Tutoring
Commentary authors
Matthew G. Springer
Brooks Rosenquist
Walker A. Swain
Summary

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.

For Aligned Instruction, State Must Have Aligned Standards, Assessments

Commentary author
Summary

A recent study examines the implementation of standards-based reform, particularly the alignment of state policies with teachers' instructional practices. Drawing on surveys from over 10,000 teachers in mathematics, science, and English language arts, the research identifies key correlations. It finds that teachers exhibit greater instructional alignment in states where standards and assessments align well, where standards cover a broader range of topics, and where there is a higher degree of accountability. The results have implications for California's Common Core implementation, highlighting the importance of improving alignment between assessments and standards. Additionally, the findings suggest that highly focused standards may pose challenges for teachers, necessitating additional support for fundamental changes in instructional content and form. This study underscores the significance of coherent state policies in enhancing instructional alignment and offers insights for improving educational practices in California and beyond.

This Could Be the Start of Something Big—Or Just Another Audition

Commentary author
Summary

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.

Reflecting on Contemporary Trends of Diversity in Education

Commentary author
Brad Olsen
Summary

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.

Another Response to the Daunting Challenge of Teacher Evaluation

Commentary author
Summary

Alan Daly's recent commentary delves into the debate surrounding what qualifies as a "highly qualified" teacher, stemming from recent legislation that broadened this definition, impacting both human and social capital in schools. He highlights the significance of social capital, emphasizing that teachers in supportive environments tend to perform better. The bill allows alternative path teachers to be deemed "highly qualified," recognizing their capability despite lacking state certification, a move not strongly supported by evidence. However, the legislation adversely impacts social capital. It aligns with California's education code favoring seniority in layoffs, disproportionately affecting newer teachers in challenging schools. Layoffs in these schools disrupt stability and equitable teacher distribution, contrary to the lawsuit's aim for fairer teacher allocation. By removing a potential tool for equalizing teacher distribution, Congress risks exacerbating inequalities in schools, especially those serving disadvantaged students, which might not significantly affect individual teaching talent but undoubtedly damages social capital where it's needed most.

A Response to the Daunting Challenge of Teacher Evaluation

Commentary author
Alan Daly
Summary

David Plank’s commentary insights highlight the complexities in teacher evaluation, sparking debates about how to measure a teacher’s impact on student achievement and how assessments could affect teachers' careers. The discussion around "value-added" assessment has divided opinions, focusing on testing, measurement, and what defines significant learning. Plank suggests maintaining an open dialogue by exploring alternative evaluation methods and reconsidering the concept of 'value.' The 'value-added' assumption rests on the teacher's individual abilities and student demographics, overlooking the potential influence of social capital within an educational system. Research suggests that social capital, like collaborative teacher communities, profoundly impacts teacher effectiveness. Consider two equally skilled new teachers: one in an environment lacking collaboration and shared practices, the other in a supportive, collaborative community. Despite similar abilities, the latter might demonstrate higher 'value-added' due to better access to resources and shared practices. This perspective underscores the importance of social capital alongside human capital in assessing teacher effectiveness. It encourages rethinking evaluation systems to account for the supportive or constraining impact of social relations on a teacher's ability to enhance student learning. Integrating social capital into evaluation discussions could significantly enhance educational reform efforts.

The Scarlet Letter as an "F" Not an "A"

Commentary author
Brad Olsen
Summary

The release of a teacher ranking based on student test scores by the L.A. Times sparked a national debate on the ethics of evaluating teachers publicly. New York City's decision to follow suit intensifies this trend, raising concerns about the validity of using standardized tests to assess educators. Key questions arise regarding the accuracy of tying student achievement solely to teacher performance, considering the limitations of standardized tests in capturing all learning influences. There is a critical inquiry into whether the emphasis on standardized tests prioritizes scores over a more comprehensive educational approach. Doubts persist about the effectiveness of public rankings in motivating improvement or accurately identifying underperforming teachers. Researchers advocate for more nuanced evaluation methods beyond test scores, seeking a holistic approach that includes various measures of effective teaching without resorting to public exposure. Amidst these discussions, there's a call for thoughtful consideration, urging stakeholders to weigh the impact on teachers and teaching quality before embracing such ranking systems.

Welcome to Conditions of Education in California

Commentary authors
Summary

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

Commentary author
Summary

"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.