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.

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.

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.

Schools face the dual responsibility of educating children and providing health services to over a million students in California with special health care needs (SHCN). These students are at higher risk of academic struggles and absenteeism. However, schools often lack awareness of these students’ conditions, neglecting their unique health needs. The absence of specific regulations leaves decisions about health services and staffing to individual districts. Alarmingly, 57% of districts in 2013 had no school nurses, while those with nurses had ratios far exceeding recommended levels. In the absence of nurses, unlicensed staff handle critical health procedures. The lack of state guidance and dedicated funding exacerbates these challenges. To address this, California should mandate systematic identification and care for students with SHCN, track health emergencies, monitor attendance and educational outcomes, and ensure standardized training for all staff delivering health services. These steps could safeguard the health and academic success of all students, aligning with the proven link between health and academic performance.

Addressing the academic achievement gap among minority and low socioeconomic status students, especially in majority-minority states like California and Texas, has gained attention regarding language variety as a potential factor. A study reviewed by Educational Policy presents recommendations for state policymakers based on a Texas Legislature-commissioned study. This study urges recognizing students who speak language varieties other than standard English as Standard English Learners (SELs), highlighting their unique educational needs. The expert panel offers five key recommendations: enhancing educators’ understanding of language diversity, teaching strategies for students to acquire standard English, integrating language variety into curricula, and fostering a tolerant environment among stakeholders. The study emphasizes the necessity of increasing teacher capacity to identify and support SELs in classrooms, proposing considerations and strategies for states or local education agencies (LEAs) to design effective programs and policies. The report advocates for legislative and administrative actions to equip teachers for specialized instruction to meet the needs of SELs and ensure policy success.

Recent state policies, such as Proposition 227 in California, advocate integrating English Language Learner (ELL) students into general education classrooms alongside non-ELL peers. While existing research has mainly focused on ELL student outcomes, a new study explores how the presence of ELL students impacts the social development of their non-ELL classmates, an area less explored in prior studies. Utilizing data from kindergarten and first grade students, the study examines the relationship between the number of ELL classmates and the social development of non-ELL students. Findings suggest a positive correlation: higher numbers of ELL classmates relate to reduced problem behaviors and enhanced social skills among non-ELL students. Additionally, teacher training in English as a Second Language (ESL) appears to amplify these positive effects. This understanding holds significance for California's educational landscape, witnessing an increase in ELL students in general education settings. Identifying influential classroom factors can shape more effective practices, particularly in fostering social development, crucial for lifelong educational success.

The stringent focus on standardized tests in California has narrowed teaching to align with state assessments, potentially reducing exposure to subjects like the arts, especially for disadvantaged students. To test the impact of arts exposure, a large-scale experiment took students to an art museum. Results showed a significant improvement in critical thinking skills, notably among minority and economically challenged students, with a 9% increase in the critical thinking measure after the museum visit. Despite the modest intervention—a brief museum visit guided by professionals—students reaped notable benefits. This suggests that cultural institution visits could offer meaningful learning experiences. Policymakers and educators should consider targeting such opportunities, especially for disadvantaged students. The study highlights the risk of curtailing such experiences due to budget constraints and test pressures, underscoring the potential loss of valuable outcomes like critical thinking skills. Therefore, preserving or enhancing these experiences is crucial for students' holistic development, particularly for those facing economic challenges.

In the U.S., a growing trend places over 50% of students with disabilities in general education classrooms, raising concerns about its impact. Research, focused on non-cognitive outcomes like social skills and behaviors, from the Early Childhood Longitudinal Study reveals that classrooms with more disabled peers, especially those with emotional/behavioral disorders, correlate with increased problems and decreased social skills in kindergarten and first-grade students. However, factors like higher academic ability among non-disabled students, experienced teachers, fewer students reading below grade level, and increased teacher special education training can mitigate these effects. This study's significance lies in guiding California's educational policies amid efforts to integrate disabled students, emphasizing the importance of addressing non-academic outcomes crucial for overall success. Understanding these dynamics aids in creating supportive classroom environments for all affected students.

Students with Emotional and Behavioral Disorders (EBD) or Attention-Deficit/Hyperactivity Disorder (ADHD) incur significantly higher educational costs due to mandated services, yet face higher suspension rates, lower academic proficiency, and higher dropout rates. However, the selection of accommodations, modifications, and interventions lacks clarity and evidence of effectiveness. A comprehensive literature review identified 68 potential accommodations for EBD/ADHD students, but only 18 studies covering 12 strategies were found, with limited evidence supporting their efficacy. Notably, the widely used strategy of extended time showed no significant benefit and may potentially harm students with ADHD. Recommendations call for policymakers to clarify federal mandates, define accommodations, and promote evidence-based selections. They advocate for increased funding and rigorous research to determine effective interventions and emphasize implementing competency-building interventions alongside accommodations. Adoption of models prioritizing student competency, like the Life Course Model, is encouraged for policymakers and educators to streamline effective accommodation selection. These steps aim to bridge the gap between policy, research, and effective implementation to better support students with EBD/ADHD.

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.

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.

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.