This is one of the most exciting, daunting and critically important moments in California's education policy history. We are all in uncharted territory. Policymakers and educators at all levels of the system are wrestling with the virtually simultaneous implementation of four radically new and promising policy initiatives: the Common Core State Standards (CCSS); computer adaptive assessments developed by the Smarter Balance Assessment Consortium; the Local Control Funding Formula (LCFF); and a new accountability system that focuses on Local Control Accountability Plans (LCAPs) and an evaluation rubric rather than the traditional Academic Performance Index (API) scores. The implementation of these major reforms has redefined the roles and responsibilities of virtually every education actor—from state policymakers to county superintendents to local school boards, teacher, and parents. States across the country are watching to see whether California will succeed in implementing these reforms and how they can replicate parts of what state superintendent Tom Torlakson calls "the California Way."

Evidence shows teachers often begin their careers near their hometowns, a phenomenon known as the "draw of home." This preference affects teacher distribution across districts. In Washington State, data indicates that a significant percentage of districts lack graduates from major teacher education programs, placing them at a hiring disadvantage. The draw of home is powerful, with new teachers ten times more likely to start in their hometown districts than 50 miles away. A new study suggests student teaching placements significantly influence initial job locations. In Washington, 15% of first teaching jobs occur where student teaching took place, while 40% are in the hosting district. Encouraging placements in needy districts could aid teacher hiring and performance. Novice teachers perform better in areas resembling their student teaching demographics. Purposeful placement in such districts could benefit both student teachers and these under-resourced areas. This strategy may improve job placement rates and enhance teacher effectiveness in needy districts.

A new study challenges the prevailing belief that improving school climate and reducing violence directly lead to enhanced academic performance. Analyzing data from California schools over time, it suggests a different causal relationship: improved academic performance appears to drive reduced violence and a better school climate, rather than the reverse. These findings underscore the importance of integrating social-emotional, climate, and violence reduction programs into broader academic reforms rather than treating them as separate entities. The study highlights the necessity of further research in diverse settings using both quantitative and qualitative methods to understand this causal process thoroughly. It emphasizes that schools striving for academic improvement should consider addressing issues of climate and victimization as part of their academic reform efforts, highlighting the potential positive impact on teacher-student relationships. Additionally, the study proposes integrating measures of climate, violence, and academics within state accountability systems, aligning with the Every Student Succeeds Act, to support school improvement initiatives. Such an integrated approach, the study argues, will not only enhance academic outcomes but also ensure student safety, support well-being, and foster positive behaviors.

Principal turnover in the United States has become a pressing issue, with as many as 18% exiting schools annually, associated with detrimental effects like reduced student achievement and increased teacher turnover. While previous studies have focused on predictive models assuming a single type of exiting principal, this research delved into the 2007–08 Schools and Staffing Survey (SASS) and the 2008–09 Principal Follow-up Survey (PFS) from the National Center for Education Statistics (NCES) to identify distinct categories among exiting principals: "Satisfied" and "Disaffected." Satisfied principals, comprising around two-thirds of exits, displayed high satisfaction, influence, and minimal school climate issues. In contrast, Disaffected principals, about one-third of exits, reported lower influence, negative attitudes, and more climate problems. Specifically, Disaffected principals felt restricted in setting curriculum and standards, lacked enthusiasm for their role, and often considered transferring out. The study highlights that universal approaches to address turnover might not effectively target the Disaffected minority, suggesting the need for tailored strategies to combat principal turnover.

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 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.

New research into the substantial population of current and former English learners (ELs), making up 40% of California's public-school attendees, emphasizes the vital need for equitable policies promoting both English proficiency and academic success among ELs. The study explores effective strategies concerning EL reclassification, use of native language, core curriculum access, and assessment. The research sheds light on the average duration for reclassification from EL to fluent English proficiency, highlighting the potential benefits of bilingual education programs over English immersion regarding reclassification rates. Researchers advocate for alignment between reclassification criteria and English proficiency constructs, stressing the importance of coordinated services during the EL and Fluent English Proficient (FEP) stages. Additionally, the study underscores the positive impact of bilingual education and dual immersion programs on EL academic outcomes while emphasizing the necessity for fair assessment accommodations, acknowledging potential biases in standardized tests and the significance of tailored accommodations for EL students. This comprehensive approach aims to guide policymakers and educators toward diverse policies and services for enhancing EL academic achievements.

Researchers explore the effectiveness of different preschool pathways for low-income children, specifically comparing Head Start and state pre-kindergarten (pre–k) programs. They assess the impact of funding two years of Head Start versus a combination of one year of Head Start followed by one year of pre–k. Analyzing data from an Oklahoma pre–k study, the team investigates the outcomes of children who experienced Head Start at age 3 transitioning to pre–k at age 4 against those who continued Head Start at age 4. Their findings reveal that children attending Head Start at age 3 and moving to pre-k at age 4 exhibit stronger pre-reading skills than those in Head Start at age 4. Notably, the effect of pre–k on early reading skills exceeds that of Head Start by a significant margin. The difference in program design and curriculum experiences at age 4 seems to influence these variations in skill development. The study emphasizes the importance of exploring these preschool pathways further across diverse program settings to comprehend their distinct impacts and the underlying reasons for their effectiveness.

A current study analyzes the outcomes of students in Washington State's Community and Technical Colleges over seven years after enrollment. Researchers examine wage increases and employment patterns based on the type of credentials earned—short-term certificates, Associate Degrees, and Long-Term Certificates. The study highlights the significant economic benefits and enhanced employability associated with Associate Degrees and Long-Term Certificates, except for Humanities Associates Degrees, which show minimal wage increases. Interestingly, short-term certificates fail to contribute to increased wages or employment likelihood beyond earning college credits. The findings emphasize the need for prioritizing investment in credentials with higher market value, like Associate Degrees and Long-Term Certificates, despite their higher cost compared to short-term certificates. This is crucial, especially as there's been increased funding for short-term certificates despite their limited returns, as indicated in various state studies. Additionally, advocating for stackable short-term certificates to align with longer-term credentials could enhance the value of these programs. Lastly, efforts to guide students towards higher-return career pathways from the Humanities and Social Sciences, perhaps through early career awareness initiatives, are suggested.

Research on community college education, particularly for men from diverse racial and ethnic backgrounds, investigates the impact of different learning styles on academic success and course retention. Comparing face-to-face instruction with various online methods, findings reveal that Asian, Black, Latino, and White men generally fare better in traditional in-person classes. Online learning formats don't consistently outperform face-to-face instruction except for Black men, who show higher success rates with asynchronous learning involving multimedia. A new study highlights the effectiveness of in-person teaching for these students and recommends expanding online options while ensuring equitable success for diverse racial and ethnic groups. Given the significant proportion of community college students in California and the high representation of racial ethnic minorities, there is a need for special consideration when promoting online education among Asian, Black, Latino, and White men. Further research is urged to identify online teaching methods that replicate the benefits of face-to-face learning, focusing on variations in online material presentation and classroom interactions.

The academic performance gap between English learners (ELs) and non-ELs is significant, roughly a standard deviation in math and reading. There has been a debate on bilingual versus English-only education for ELs, with limited rigorous research. Researchers have recently addressed this by analyzing a large urban district's data, tracking 13,750 EL students from kindergarten through middle school. They compared four EL instructional programs (transitional bilingual, developmental bilingual, dual immersion, English immersion) and their impact on ELs' academic growth in English Language Arts (ELA) and math. Using robust methods that controlled for parental preferences in school selection, researchers found that all bilingual programs show at least equal or better growth in ELA scores compared to English immersion, with dual immersion having the strongest effect. In math, all programs except developmental bilingual show positive growth. Additionally, Latino ELs perform better in bilingual programs than Chinese ELs. Initial English proficiency didn't impact program effectiveness. These findings emphasize the potential of well-designed bilingual programs, especially for Latino ELs, suggesting the importance of reconsidering state bans on bilingual education in public schools to better serve ELs and their communities.

Over the past two decades, charter schools emerged as part of school reform efforts, providing parental choice in education. However, research highlights that despite their intended autonomy and innovation, charter schools have often failed to offer sustainable working conditions for teachers. A new study, focusing on a Los Angeles charter school organization, delves into teachers' experiences leading to unionization in 2005, aiming to understand why choice-based environments pushed educators towards collective action. Teachers described a vibrant yet exhausting professional setting, lacking job security and facing longer working hours compared to district teachers. Despite initial collaboration with school leaders, teachers felt unheard about their working conditions, prompting unionization discussions. Over 60% of teachers voted for a union, desiring sustainable working conditions and a voice in decision-making. However, the governing board resisted, perceiving the union as an impediment to their flexibility. The study emphasizes the struggle of charter school teachers for equitable working conditions and the significance of their collective actions in achieving sustainability. This research remains pertinent in understanding charter school challenges, as highlighted by recent unionization attempts and legal disputes in Los Angeles charter schools.

For more than a decade, LGBTQ students have faced significant challenges in schools, enduring bullying and feeling unsafe, affecting their academic and mental well-being. California's groundbreaking law, AB537, passed over 15 years ago, marked a pivotal moment, establishing comprehensive protections against discrimination based on sexual orientation and gender identity (SOGI) in education. In response, schools implemented inclusive measures such as teacher training, diverse curriculum, and support groups like gay-straight alliances (GSAs). While earlier studies focused on student perspectives, a recent study analyzes statewide data from over 3,700 teachers and nearly 100 principals in California. The findings reveal that schools emphasizing SOGI-inclusive policies experience reduced bullying, particularly in environments perceived as less safe by teachers, highlighting the significance of these policies in creating safer school climates. This research underscores the importance of combining and accessing varied data sources to gain a comprehensive understanding of school environments, ultimately shifting the focus from individual students to systemic approaches for creating inclusive and safe school environments for all students.

Researchers exploring the role of school counseling site supervisors in California have discovered gaps in their training and practices. Despite a state requirement for these supervisors to hold credentials as school counselors, there are no established standards or guidelines for their preparation or practice in this role. Out of 220 practicing school counselor site supervisors surveyed, a notable 41% felt unprepared by their counselor education programs for their supervisory role. Furthermore, a significant majority received inadequate training during their graduate programs, with only a small percentage participating in dedicated courses or workshops on supervision. A news study highlights a lack of ongoing supervision for these supervisors, with most indicating a strong interest in receiving proper training, particularly through handbooks, workshops, and conferences. The research underscores the necessity for counselor education programs to take the lead in developing appropriate supervision models, advocating for clearer standards, and fostering collaboration among stakeholders to address this critical need in school counseling.

In recent years, interest has grown in school-based interventions targeting executive function to boost academic success. Executive function, crucial for goal-oriented behavior in academics, has shown correlations with weaker academic performance, notably in reading and math. However, uncertainties persist regarding a direct causal relationship. A comprehensive review of 67 studies revealed a moderate link between executive function and academic success, especially in K-12 reading and math. Yet, when accounting for background factors like socioeconomic status or parental education, only a few connections remained robust, suggesting a less straightforward association. While interventions displayed potential in enhancing executive function, they lacked substantial evidence directly connecting these improvements to academic progress. More thorough research is crucial to definitively establish whether enhancing executive function translates into improved academic performance before implementing widespread school programs.

Community colleges, serving diverse student bodies, often rely on placement tests to assess readiness for college-level coursework, resulting in roughly 80% of new California community college students enrolling in remedial classes. Concerns about accuracy and low completion rates associated with tests like ACCUPLACER and COMPASS have prompted a push for reforms, leading to various experimental changes in college placement policies. A new study explores these policy shifts, comparing the use of MDTP diagnostics with ACCUPLACER, uncovering that the switch negatively impacted remediation, causing fewer students to advance through math sequences and a rise in severe placement errors, indicating increased misplacement rates. Conversely, minor adjustments to placement cutoffs demonstrated no significant effects. Recommendations advocate for integrating MDTP diagnostics into placement policies, exploring lower placement cutoffs over higher ones due to the perceived lesser impact of under-placement compared to over-placement, and utilizing regression discontinuity for a more refined evaluation of placement impacts. These suggestions aim to optimize developmental math placement practices, leveraging diagnostic tools and cautiously adjusting cutoffs to bolster student success.

Researchers consider the transformative changes in teacher evaluation systems following the Race to the Top initiative, emphasizing the adoption of multiple performance measures such as value-added measures and classroom observations. While the majority of states and districts underwent revisions, California notably abstained from statewide reforms. Despite the spotlight on using student test scores, most teachers' ratings primarily stem from classroom observations, especially those teaching non-tested subjects. Initially lacking evidence, recent studies, notably the Excellence in Teaching Project in Chicago Public Schools, reveal that in-depth teacher evaluations focusing on classroom interactions can enhance teaching practices and, consequently, student outcomes. However, these advancements require substantial time commitments from observers, typically principals, and teachers, coupled with comprehensive training and ongoing support. Crucially, while these evaluations demonstrated positive impacts overall, schools facing lower performance and higher poverty witnessed less progress, underscoring the necessity for added resources and support. As California deliberates its evaluation system revisions, researchers urge policymakers to prioritize resources and support for comprehensive teacher evaluations, recognizing their pivotal role in fostering student achievement.

A new study delves into racial and ethnic disparities in academic achievement within California middle schools and their correlation with school climate, a concept encompassing safety, relationships, and participation opportunities. Analyzing data from the California School Climate, Health, and Learning Survey (Cal-SCHLS) across 754 middle schools, the research focuses on Black-White and Hispanic-White racial climate gaps. It identifies differences in students' perceptions of safety, relationships, and participation based on race within the same schools. Notably, Black students reported lower levels of safety and relationships compared to White peers, while Hispanic students experienced lower safety, relationships, and participation opportunities than their White counterparts. The study also links larger racial achievement gaps to corresponding disparities in perceived safety, relationships, and participation. It emphasizes the importance of considering subgroup-specific climates instead of a general school-level assessment. Particularly relevant for California's education system, which integrates school climate measures into its accountability systems, the study highlights the need for targeted action plans addressing diverse subgroup experiences to promote educational equity.

Researchers explore the correlation between classroom physical activity breaks and children meeting recommended daily activity levels, along with their classroom behavior. In California, where Physical Education (PE) is mandated every 10 days, but not daily, some schools incorporated 10-minute physical activity breaks within classrooms. Across 24 elementary schools in six districts, 70% of teachers attempted these breaks, with 44% regularly implementing them, averaging 15 minutes daily. Students in classrooms with these breaks were 75% more likely to meet the 30-minute daily activity goal and exhibited improved classroom behavior—less lack of effort, motivation, or inattention. Notably, only a third received mandated PE minutes, making classroom activity crucial. The findings suggest that evidence-based classroom physical activity breaks offer promise in ensuring adequate physical activity during school hours and positively impacting student behavior. Enforcing mandated PE minutes alongside classroom breaks could optimize physical activity opportunities for students.

A new study examines charter school closures due to financial struggles and explores funding patterns impacting their viability. Analyzing nine years of finance data from California, it compares spending between charter and traditional public schools. Charter schools, receiving 10% less per pupil in revenue, spend 23% less on instruction and 50% less on pupil support services. They allocate less to administrative costs but invest more in consulting services and operations. This suggests cost-saving strategies such as hiring less experienced teachers and employing part-time consultants. While this fiscal flexibility aids financial stability, it raises concerns. Lower spending on essential areas like instruction and support might affect school quality and academic performance. This challenges assumptions about charter schools' autonomy leading to higher spending on instruction. The findings imply a delicate balance between fiscal flexibility and educational quality in charter schools, highlighting potential sustainability concerns if lower spending compromises student outcomes.

A study critically examines middle school educational disparities, particularly among racial minority groups. Despite desegregation efforts in Charlotte-Mecklenburg Schools (CMS), racial segregation in schools and classrooms persisted in 1997. Investigating 8th-grade students' performance, the study found a correlation between racial segregation, classroom tracking, and standardized test scores. Even after accounting for family background and prior achievements, students placed in lower tracks showed lower test scores. Additionally, prolonged exposure to racially segregated schools and tracks resulted in declining academic performance, while attendance in desegregated schools improved outcomes for all students, regardless of their race or background. The study underscores the long-term consequences of segregation, emphasizing its role in perpetuating academic inequalities. While specific to CMS in 1997, the findings highlight the enduring impact of segregation on academic achievement, stressing the crucial need to address racial segregation and tracking in schools for comprehensive educational reform and equitable learning opportunities.

A new study investigates English Language Learners' (ELLs) proficiency development using nine years of student data from Los Angeles Unified School District (LAUSD). It reveals that while speaking and listening proficiency in English is often achieved within two years, reaching literacy-based proficiency takes notably longer, varying from 4 to 7 years for different literacy measures. By middle school, three-fourths of ELLs have been reclassified and exited from English Language (EL) services, with the likelihood of reclassification peaking in upper elementary grades. However, students not reclassified by this phase become less likely to do so, with over 30% eventually qualifying for special education. The study indicates varying reclassification times influenced by factors like initial academic language proficiency in English and students' primary language. It suggests the need for additional enrichment services for secondary ELs and emphasizes the importance of early high-quality preschool programs for academic language proficiency. The findings advocate for data-informed redesigns of federal and state assessment systems to accommodate diverse language acquisition trajectories, ensuring equitable education for ELLs.