2020 Vision: Rethinking Budget Priorities Under the LCFF

PACE. Policy Analysis for California Education. April 2014

After years of painful budget cuts, new revenues will begin to flow to California school districts in 2014. Thanks to the voters’ approval of Proposition 30 and the adoption of the Local Control Funding Formula (LCFF), nearly all districts can expect budget increases over the next several years. Districts that educate the most challenging students will see the largest gains. When the LCFF is fully implemented many schools and districts will receive 50 to 75 percent more revenue per pupil than they do now.

Exploring Improvement Science in Education: Promoting College Access in Fresno Unified School District

Jorge Aguilar, Michelle Nayfack, Susan Bush-Mecenas. Policy Analysis for California Education. June 2017

California’s Local Control Funding Formula (LCFF) requires districts to report multiple measures of student performance that reflect success in the goal of preparing students for college, career, and citizenship. As they engage in the Local Control Accountability Plan (LCAP) process, they are expected to use state and local indicator data from California’s School Dashboard to monitor student progress.

Surprising Strengths and Substantial Needs: Rural District Implementation of Common Core State Standards

Thomas Timar, Allison Carter. Policy Analysis for California Education. June 2017

In August 2010, the California State Board of Education adopted the Common Core State Standards (CCSS). Three years later, the president of the State Board, Dr. Michael Kirst, noted that CCSS “changes almost everything,” including what teachers teach, how they teach, and what students are expected to learn (Kirst, 2013). Echoing his sentiments, Dr.

Building Intersegmental Partnerships

Elizabeth Friedmann. Policy Analysis for California Education. June 2017

California’s education system is highly fragmented. K-12 schools, community colleges, and the two university systems (CSU and UC) operate under entirely separate governance structures, and rely on distinct sources of funding. As a result these different "segments" of the education system generally operate independently of one another, developing policies and practices to serve their own students with little or no effort to consult with other segments. In fact, however, addressing many of the educational issues that face our state successfully will require action by more than one segment.

Paving the way to equity and coherence? The Local Control Funding Formula in Year 3

Daniel C. Humphrey, Julia E. Koppich, Magaly Lavadenz, Julie A. Marsh, Jennifer O'Day, David N. Plank, Laura Stokes, Michelle Hall. Policy Analysis for California Education. April 2017

This report seeks to help policymakers and others better understand ways in which LCFF implementation is changing fundamental aspects of resource allocation and governance in California’s K-12 education system. The LCFF provides all districts with base funding plus supplemental and concentration grants for low-income students, English learners, and foster youth.

Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement

Heather Hough, Demetra Kalogrides, Susanna Loeb. Policy Analysis for California Education. March 2017

This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators.

Continuous Improvement Series: Accountability for Alternative Schools in California

Jorge Ruiz de Velasco, Daisy Gonzales. Policy Analysis for California Education. February 2017

California’s alternative education options for youth vulnerable to dropping out of school have been established at different historical points and for different student age and target populations. For purposes of this brief, we define an “alternative school” as belonging to one of six legislatively authorized types of public (non-charter) schools that meet the definitions of the Alternative School Accountability Model (ASAM). These schools are operated by different local agencies – school districts, county school boards, or juvenile justice agencies and the courts –and governed by overlapping and sometimes legislatively superseded or otherwise inoperative portions of the state Education Code. Currently, the California Department of Education (CDE) is considering the development of a new accountability system for alternative schools that aligns with Local Control Accountability Plans (LCAP) for all public schools.

An Effective Teacher for Every Student: Developing a Research Agenda to Further Policy Change

Katharine Strunk, Julie A. Marsh, Paul Bruno. Policy Analysis for California Education. January 2017

In nearly every state across the country there has been recent legislative or judicial activity aimed at amending policies that shape the quality of the teacher labor force (e.g., Marianno, 2015). At the heart of this recent legislative and judicial action is the desire to attract and retain a high-quality teacher for every classroom. That good teachers are critical to student success is not up for debate; over the last decade, research has shown that a high-quality teacher is the most important school-based input into students’ achievement and long-term outcomes.

Local Control in Action: Learning from the CORE Districts' Focus on Measurement, Capacity Building, and Shared Accountability

Julie A. Marsh, Susan Bush-Mecenas, Heather Hough. Policy Analysis for California Education. October 2016

California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California’s Local Control and Accountability Plan (LCAP) encourages the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every Student Succeeds Act (ESSA) reinforces this local control, requiring more comprehensive assessment of school performance and a less prescriptive, local approach to school support. These changes represent a major cultural shift for California schools and districts.

LCFF: How Can Local Control Keep the Promise of Educational Equity in CA?

. Policy Analysis for California Education and The Opportunity Institute. October 2016

Funding, resources, and effective teachers have been inequitably distributed across American schools for decades — contributing to vast opportunity and achievement gaps between high-need students and their more privileged peers.


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