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.

Approximately one in five U.S. students speaks a non-English language at home, mainly Spanish, yet many are taught by less qualified teachers. Schools must comply with No Child Left Behind, using evidence-backed instruction for English learners (ELs) to show academic progress yearly. State regulations vary: some demand bilingual/ESL-certified teachers, others require training for all. Francesca López's study, analyzing NAEP 4th-grade reading outcomes for Latino ELs, highlighted state requirements' impact on achievement. Results supported California's move for enhanced intern teacher training in EL instruction. States mandating ESL/bilingual certification showed notably higher Latino EL achievement. Conversely, where all teachers received some EL training, achievement was lower, showing context nuances. States without specialist certification often use these broad requirements to meet federal EL guidelines, suggesting a need for more rigorous standards. States with both certification and training mandates demonstrated significantly higher EL achievement. While some EL training for all teachers seems essential, a single course does not suffice. States need more stringent definitions of "highly qualified" to address EL needs adequately. In essence, a balance is needed: while some EL training benefits all teachers, combining it with specialist certification significantly improves EL outcomes. States should aim for comprehensive standards ensuring all teachers are equipped to support ELs across various English proficiency levels, acknowledging the importance of robust qualifications for educators in this domain.

The state of elementary science education in the U.S. is concerning, with declining instructional time and teachers feeling underprepared to teach the subject. Efforts focus on professional development as a solution. A new longitudinal study on K–2 teacher development in rural California schools unexpectedly revealed significant improvements in science knowledge and practices after one year, sustained into the second. The program enhanced teachers' content knowledge, confidence, and use of student-centered approaches in science. However, school policies, resources, and testing emphasis on math and language arts influenced how science was integrated into teaching. The research underscores the potential of targeted professional development to enhance science education, but also highlights the role of contextual factors in sustaining these improvements. Future work aims to explore the program's long-term impact, shedding light on the durability of professional development effects and the hurdles to lasting change in classroom practices, crucial for advancing science education reform.

Teacher preparation in California encounters challenges, prompting reform initiatives. Superintendent Torlakson’s Task Force on Educator Excellence proposed improved accreditation and robust performance assessments. A study comparing three California State University pathways—traditional, internship, and CalStateTEACH online-supported programs—revealed insights. Over seven years, the online pathway stood out, earning the highest ratings in all 17 teacher composites compared to traditional and internship routes. However, supervisor ratings didn't significantly differ between pathways, including overall effectiveness. The study highlighted the online program's strengths: structured curriculum, cohort learning, integrated fieldwork, and additional mentoring. These findings can guide policymakers in teacher training reform. Further research on participant characteristics and evaluation discrepancies could bolster comprehensive reforms.

The collaborative effort between Cal Poly Pomona and PUSD resulted in the establishment of the Great Leaders for Great Schools Academy (GLGSA), an innovative principal preparation program. Its success stemmed from robust collaboration, a shared vision, and mutual responsibilities, aligning leadership theories with PUSD's needs. GLGSA incorporated a rigorous selection process, mentor-led apprenticeships, thematic curriculum, and comprehensive evaluations. Seven recommendations emerged from this partnership: fostering mutual support, understanding needs, involving skilled evaluators, regular goal reassessment, prioritizing constituents' needs, aligning programs with district goals, and utilizing evaluation evidence for enhancement. This partnership significantly bolstered PUSD's capacity to cultivate transformative administrators, amalgamating theoretical knowledge with practical experiences tailored to specific workplace contexts.

Quality teachers are pivotal resources in education. Students benefit significantly from being taught by higher-quality teachers, exhibiting improved learning during their time in class and in subsequent years. Such students also have higher graduation rates, attend college more frequently, secure better-paying jobs, and often reside in more prosperous neighborhoods. The variance in teacher quality across schools is a pressing concern. Urban schools, especially, struggle to attract and retain effective teachers. Those serving low-income, low-achieving, or minority students tend to employ less experienced, lower-scoring, and less qualified teachers, perpetuating disparities. In a new study, teacher sorting within and between schools was explored. The research revealed that less experienced teachers are often assigned classes with lower-achieving students, while more experienced and academically accomplished teachers teach higher-achieving classes. This trend persisted across different grade levels, potentially influenced by various teacher and organizational preferences. Such within-school teacher sorting might counteract policies aimed at equalizing teacher quality across schools, posing challenges in effectively matching effective teachers with students who need them most.

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.

California has the lowest elementary school counselor-per-student ratio in the U.S., with most schools lacking counselors. A recent study found that states adopting aggressive counseling policies experienced positive changes in student learning and behavior. Mandates for a minimum counselor–student ratio or subsidizing counselor employment reduced teacher-reported instructional issues and lowered problems like fights, cutting class, stealing, or drug use. Greater counselor availability correlated with improved student learning and mental health. The findings suggest substantial benefits from additional elementary school counselors, making them potentially cost-effective interventions. Even in tight fiscal times, mandating a minimum level of mental health services in schools could be wise, leading to better student and teacher welfare. Future research could explore the most effective form of mental health services in schools, considering counselors, social workers, or psychologists in school-based health centers.

Researchers examined teacher evaluation within Peer Assistance and Review (PAR) programs in Poway and San Juan, challenging the widespread belief that those fostering improvement should never assess teachers. Contrary to this idea, the integration of support and evaluation proved effective. Consulting teachers offered intense, tailored support and conducted detailed evaluations, supported by extensive documentation. A comparison between the thorough evaluations by consulting teachers and principals' assessments revealed significant differences in depth and thoroughness. The PAR governance boards played a pivotal role, ensuring rigorous evaluations, addressing operational issues collaboratively, and overseeing assessments conducted by both consulting teachers and principals. The essential fusion of accountability and support in teacher evaluations is spotlighted here—acknowledging the challenge of implementing frequent and comprehensive appraisals. This also underscores the importance of making meticulous employment decisions and advocating for collaborative structures like PAR governance boards to ensure fair and accountable decision-making. Overall, integrated support and evaluation challenge traditional assumptions in teacher assessment and emphasize the crucial role of collaborative structures in fostering fair, accountable, and comprehensive evaluations.

The shift in educational paradigms—Learning 2.0—reconsiders the traditional notion of education, positioning students as the primary workers within the system. Contrary to prevailing beliefs, this perspective views students not only as recipients but also as producers of education. It emphasizes the need for students to take responsibility for their learning and seeks to motivate them by aligning educational goals with their innate desires for success. The concept of "student as worker," popularized by the late Theodore Sizer, suggests a shift from the teacher-centric model to a student-centered approach, wherein students engage actively with projects and challenges. Integrating this notion into schooling prompts discussions on student motivation, acknowledging that traditional education structures often fail to motivate due to a lack of immediate goals, a mismatch between skills and tasks, and delayed feedback. The incorporation of engaging problems, immediate feedback, and adaptive technology emerges as crucial in fostering student motivation and success within the educational landscape, aiming to transform education into a rewarding and intrinsically motivating experience for students.

In 1985, discussions around teaching debated its nature—art, science, or craft—and whether personal elements like emotions mattered. Today, our understanding has evolved: teaching encompasses art, science, and personal engagement, validated by scholars like Darling-Hammond and Freire. However, the focus on defining high-quality teaching has faded amid external influences—politicians, foundations, and neoliberal ideologies—diminishing teacher advocacy in reforms. '80s/'90s visions of teacher professionalism gave way to centralized reforms like No Child Left Behind, sidelining nuanced discussions. Present discourse lacks depth, overshadowed by a narrative of widespread educational failure. The future rejects deprofessionalizing teachers and testing-focused approaches. Instead, it advocates for valuing teachers, embracing complexity in reform, and collaborative innovation. The hope is not for endless debates but a return to collaborative efforts involving teachers, educational leaders, and thoughtful innovations for gradual school transformations. Interested individuals might explore past movements like school restructuring for insights into collaborative educational change.

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.

Brad Olsen's recent PACE commentary examined the upcoming NCTQ/US News ratings for teacher education programs, raising broader concerns about educational accountability. He scrutinizes various evaluation methods like teacher value-added assessments, school performance metrics (AYP, API), and college rankings, highlighting their shortcomings in accuracy, stability, and susceptibility to manipulation. The debate revolves around whether imperfect information is better than none at all, questioning the pursuit of perfect measures in the face of flawed assessment systems. Despite limitations, tools like AYP and teacher value-added scores shed light on critical aspects of education. Olsen advocates for refined assessment methods, proposing enhancements for teacher education evaluations. However, until these improved metrics materialize, the existing flawed measures still provide insights, albeit imperfect ones. The debate centers on the value of utilizing imperfect data, acknowledging their flaws while acknowledging their role in revealing educational challenges. While striving for better assessments is vital, using current flawed data can offer more insights than having no information at all.

The National Education Policy Center (NEPC) critiqued the Los Angeles Times' evaluation of teachers' value-added, citing flaws in their research. Re-analyzed data by University of Colorado professors showed significant discrepancies from the Times' rankings, a common occurrence due to the sensitivity of value-added assessments to various model specifications. This critique challenges the use of imperfect research to guide policy decisions, particularly regarding teacher rankings derived from value-added assessments. While these assessments offer insights, supplementing limited information from other sources like teachers' credentials or administrator evaluations, publishing individual teachers' value-added scores in newspapers, as done by the Los Angeles Times, remains contentious. NEPC's critique prompts reconsideration of using imperfect data in evaluating teacher effectiveness, acknowledging its potential as a supplement to other information sources. The debate shifts from the research's imperfections to its role within a broader context of teacher assessment and policy decisions. However, the critique's focus on research quality doesn't fully address the complexity of using such assessments in policymaking and evaluation.

Educational stakeholders have raised concerns about the collaboration between U.S. News and World Report and the National Council on Teacher Quality (NCTQ) to evaluate teacher education programs. The initiative aims to rank these programs akin to colleges and universities. Issues encompass NCTQ's approach to institutions unable to provide all requested materials and methodological concerns regarding their evaluation design. Leaders from the University of California system questioned the evaluation's standards, evidence measures, and methodology's reliability. The debate centers on balancing the need for rigorous assessment with the intricacies of teacher preparation. While recognizing the importance of evaluating teacher education quality, there's contention over the adequacy of NCTQ's approach. Suggestions propose a comprehensive study design encompassing various data analyses, including classroom interactions, program practices, alumni feedback, student teacher evaluations, and selective use of value-added analyses. California is proposed to lead an innovative, mixed-methods evaluation, potentially setting a benchmark for other states. The goal is to strike a balance between rigor and a nuanced understanding of teacher preparation, aiming for an evaluation approach that comprehensively reflects program quality while acknowledging its complex nature.

The push for pay-for-performance teacher salaries could revolutionize education by valuing teaching as specialized talent. This shift, prompted by U.S. Education Secretary Arne Duncan and supporters, aims to reward exceptional teaching through test score-based incentives. However, this transition could significantly raise education expenses and transform the teacher compensation structure. Drawing parallels with Marvin Miller's revolutionizing baseball players' wages, the switch from uniform teacher salaries to valuing exceptional talent may yield unpredictable effects. Recognizing and promoting exceptional teachers could mimic how colleges offer star professors premium wages. Yet, envisioning a system where teacher talent determines compensation might generate brutal competition, creating substantial salary disparities among educators. While this approach celebrates exceptional teachers, it's uncertain how this would impact overall teacher wages and the teaching profession as a whole. Considering the historical rise of wages in specialized fields, proponents of this shift may not have accounted for the potential salary demands that valuing teacher talent could create.

The upcoming Economics of Education Review issue presents papers from the “Performance Pay: Will it Work? Is it Politically Viable?" conference at Harvard’s Kennedy School. Three papers stand out: One paper debunks the correlation between education degrees and teacher effectiveness but notes an improvement with experience, which might later decrease; Another paper examines how formal teacher ratings by principals relate to teacher traits like experience, education, and absenteeism, suggesting their usefulness in career decisions; A final paper explores the economic impact of teacher quality on student achievement, revealing the considerable added value a highly effective teacher brings to students' future earnings and proposing significant gains if low-performing teachers are replaced.

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.

The debate on teacher tenure lacks concrete quantitative evidence regarding its impact on teacher labor markets or student achievement. Stories of tenure's effects exist, but research is scarce due to the absence of a control group—every public school operates with some form of tenure. However, variations in tenure policies across states, particularly in probationary period lengths, offer insight. Researchers show that longer probation periods correlate with higher starting teacher salaries, especially in districts with collective bargaining. This is because job security as a benefit leads to teachers demanding higher wages in exchange for increased uncertainty. California, with a two-year probationary period, may face salary pressures, especially in districts bordering states like Nevada with different tenure policies. Extending the probation period might lead to salary hikes in certain districts to attract teachers. However, it's uncertain how this change might influence who enters teaching, district responses in terms of evaluation or training, or its overall impact. Further research on tenure's effects on teacher labor markets is necessary to better inform this significant policy debate.

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.

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.

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.

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.