Findings From the First Large-Scale Panel Survey of Students
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Summary

This article discusses the use of standardized tests as the primary tool for assessing school-level growth in student outcomes, despite the emerging importance of social-emotional learning (SEL). It presents results from large-scale surveys of students on SEL constructs, and finds significant differences across schools in SEL growth, with magnitudes of differences similar to those for academic achievement. However, caution is recommended in interpreting measures as causal impacts of schools on SEL, as the goodness of fit of the value-added model was considerably lower for SEL measures.
Publication authors
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Summary

This study examines the impact of target setting for non-academic indicators on school quality ratings in CORE districts' elementary schools. The authors found that non-academic measures of school quality vary over time, are not consistently associated with demographics, and are sensitive to small changes in rating thresholds. The results suggest a need for more research on target setting for non-academic indicators in school quality systems.
An IRT Modeling Approach
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Summary

This study examines the properties of California's CORE Districts' SEL survey, which measures social-emotional learning in students. The survey was given to over 400,000 students in grades 3-12. The study uses both classical test theory and item response theory frameworks to analyze the data and make recommendations for modeling and scaling SEL survey data. Policy implications are discussed for educators, administrators, policy makers, and other stakeholders.
Practices and Supports Employed in CORE Districts and Schools
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Summary

This study explores ten "outlier schools" in California's CORE districts that have strong social-emotional learning outcomes. The brief and infographic summarize the various practices found in these schools and the common implementation challenges faced. The findings offer lessons that can help other schools and districts implement social-emotional learning at scale.
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Summary

States and school districts across the U.S. are seeking to expand their definition of student success to include social-emotional learning. The CORE Districts, a collaborative of California districts that has developed a system of school accountability and continuous improvement that includes measures of social-emotional skills based on student self-reports, exemplify this trend. In this case study, we provide an overview of CORE's School Quality Improvement System, which was implemented in the 2015–16 school year across six districts serving roughly one million students.
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The use of social-emotional learning (SEL) and school culture/climate (CC) measures is a promising way to understand school performance. SEL and CC measures are reliable, distinguish between schools, and relate to academic and non-academic measures. They can identify areas for improvement within schools, such as subgroup gaps. Incorporating these measures into higher stakes accountability systems requires further research.

Five Years Later
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Summary

This report commemorates the fifth anniversary of the Getting Down to Facts project, which sought to provide a thorough and reliable analysis of the critical challenges facing California’s education system as the necessary basis for an informed discussion of policy changes aimed at improving the performance of California schools and students. The report focuses on the four key issues that received emphasis in the Getting Down to Facts studies: governance, finance, personnel, and data systems.

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Summary

This study examines student mobility in California, particularly at the secondary level. It investigates the incidence, consequences, and causes of non-promotional school changes and offers strategies to address the issue. It also draws on an extensive dataset from various sources, including surveys and interviews with California students, parents, and schools. The findings highlight the negative impact of student mobility on educational achievement and suggest that families, schools, community agencies, and policymakers should take action to mitigate its harmful effects.
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Summary

Student mobility, or non-promotional school changes, is a widespread problem that harms students' educational achievement. This report examines the incidence, consequences, and causes of mobility among California students and schools, drawing on surveys of students, parents, and schools, interviews with mobile students and their parents, and interviews with school administrators, counselors, and teachers. The report summarizes the findings on the causes and consequences of mobility and offers strategies for reducing needless mobility and mitigating its harmful effects.
The Influence of Household Support, Ethnicity, and Parental Practices
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Summary

An investigation of the family factors and practices that influence parents' choice of center-based programs for young children. Maternal education, child's age, and availability of social support were found to be significant factors in center selection. African-American families were more likely to choose center-based care than white or Latino families, and parental practices related to early literacy development and close supervision also affected center selection. The study highlights the importance of considering selection processes when assessing the effects of early childhood programs.
Child Care and Development Services for Children and Families—Phase III Final Report, Part 2
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Summary

Phase III of the California Cares report sought to analyze preliminary recommendations and involve the childcare and development community to redesign policies. Work groups and field representatives discussed proposals for improving services, with over 80 contributors. The project studied nine critical policy restructuring questions and Part Two of the report includes reports from eight tasks and summary information.
Child Care and Development Services for Children and Families—Phase III Final Report, Part 1
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Summary

Phase III of the California Cares report aimed to redesign childcare and development policy, with input from the community and representatives from three agencies. Work groups and traditional research projects were conducted to study nine questions deemed critical to policy restructuring. Part II of the report includes working papers for all tasks except state governance, which is included in Phase III.

California's History in Child Care and Development
Publication author
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Summary

New curriculum manuals have been created to address the expanding field of school-age childcare, including Kids' Time: A School-Age Care Program Guide. Other widely-recognized materials include Just Kids, Preparing for Mass Disasters, and A Guide for Training and Recruiting Child Care Providers to Serve Young Children with Disabilities. The benefits of childcare include fully-employed parents, self-sufficient families, and children who succeed in school due to the aid of childcare programs. Reducing Exceptional Stress and Trauma, a guide on coping with violence, will be published this year.
Child Care and Development Services for Children and Families—Phase II Final Report Executive Summary
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Summary

The California Cares Project, conducted by PACE for the California Department of Education, Social Services & Office of Child Development & Education, culminates in this report. The project was initiated in response to AB 2184, which sought to consolidate all childcare and development programs to streamline the system. The report is divided into two parts: Part I analyzes current obstacles to a seamless system and Part II presents a conceptual model and decision procedure for program and funding allocation and governance. Phase III will refine recommendations and work towards implementation.
Child Care and Development Services for Children and Families—Phase I Final Report
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Summary

The California Department of Education, Social Services, and Governor's Office of Child Development and Education selected PACE to analyze issues and options for improving California's childcare system. PACE will produce a report with optional approaches for improving access, quality, and funding of childcare services, including alternative systems and policy models. Phase I includes analysis of childcare issues and programs, literature reviews, and experiences of other urban states. This report summarizes Phase I's work.
Remembering the "Forgotten Half"
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US high school students, especially those who do not attend college, have been found to lack skills and knowledge necessary for the job market. The California Partnership Academies program has been developed to address this issue and has been adopted by over 50 high schools. The program has received support and positive evaluations. Factors contributing to the issue include societal changes, the education system, and changes in the labor market. If these issues are not addressed, the US risks falling behind international competitors and a lower standard of living.