This chapter in an edited book focuses on the work of two improvement network hubs in California as they tried to support participating districts and schools to improve the proportion of students “on-track” for post-secondary success. California has a particular stake in figuring out how to support districts in consistently using continuous improvement (CI) to achieve measurable gains in student outcomes because state policy (e.g., Local Control Funding Formula, California’s Every Student Succeeds Act Plan) prescribes CI as the approach to improvement in its accountability system.

This study explores the impact of reclassification on social-emotional learning skills (SEL) of English learners (ELs) in grades 4 to 8. Using a regression discontinuity design, the study found that reclassification improved academic self-efficacy by 0.2 standard deviations for students near the cutoff threshold. The results suggest that reclassification can positively influence the academic beliefs of ELs and the authors provide recommendations for districts to create practices that foster such positive beliefs.

The COVID-19 pandemic had a significant negative effect on the oral reading fluency (ORF) of US students in grades 2-3 in over 100 school districts, with students falling 30% behind expectations. While there was some recovery in the fall, it was insufficient to make up for the spring losses. The impact is particularly inequitable, with lower achieving schools being hit harder, and 10% of students not being assessed. Addressing accumulated learning losses and supporting struggling students is necessary.

California's CORE districts have been collecting data since 2014 on social and emotional learning (SEL) and school climate and culture to improve K-12 schools' holistic approach to student development. Advocates argue that a focus on SEL and school culture will lead to higher academic achievement and better well-being for students. The CORE districts developed survey instruments for SEL competencies and school climate perceptions involving students, staff, and parents. Many states and districts have adopted SEL-specific curricula and disciplinary reforms.

This article explores the use of nonacademic indicators such as social and emotional well-being in educational improvement. The authors suggest that while there is little guidance on using these indicators, understanding the conditions that shape the use of academic data can help develop a framework for using social-emotional learning (SEL) indicators to inform practice. The article draws from sensemaking theory and research from a study of early adopter districts in California to develop this framework.

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.

I apologize, let me try to summarize the article more concisely. The article discusses the California Learning Assessment System (CLAS), which aimed to align the state's testing system with the content of what was taught in schools and better measure student performance through performance-based standards and assessments. However, CLAS faced opposition from various groups and was ultimately discontinued. The case offers lessons for reformers about the politics of testing policy in the US and the difficulties of large-scale transformation of state assessment systems.

The education productivity problem is rising resources but only modestly rising student achievement. Current education reform aims to produce higher student achievement with stable resources. Low student performance may be due to declining social and economic conditions, lack of hard work by students, and lack of parental support. However, research focuses on what schools can do to improve productivity by controlling and improving student achievement. Both education programs and finance structures need to be restructured to accomplish productivity challenges.

The article discusses the importance of parent involvement in education and its effects on student achievement. It suggests that schools need to create a welcoming environment for parents and engage them in meaningful ways, such as through volunteering and decision-making committees. Additionally, the article emphasizes the need for schools to provide information and resources to parents, especially those who are disadvantaged, to ensure that they are equipped to support their children's learning at home.

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.

School finance has become a prominent issue again due to court decisions and litigation in several states. This article explores school finance changes in the 70s and 80s and outlines key issues for the 90s, including the relationship between finance and education goals, site-based management, teacher pay, accountability, school choice, and nontraditional issues such as preschool and non-educational services for children.

Traditionally, educational evaluation has focused on measuring student achievement and program performance. However, education reforms are now linking schooling to economic development, leading to a shift towards managerial expectations and politicization of the field. This article explains the human capital imperative and its relation to education, summarizes the history of educational evaluation, and outlines an alternative model for educational appraisal in the context of government-led education system reforms aimed at enhancing national economic growth.

The U.S. ranks low in international education comparisons, but the discussion is misleading because it does not look at postsecondary education. The value added by the postsecondary education system, including community colleges, trade schools, and universities, is ignored. The U.S.'s strongest suit is probably its entire postsecondary education system in the international arena.

This article delves into the issue of class size in education, examining how it affects student achievement and suggesting policy alternatives. With some states proposing and implementing class size reductions, the analysis discusses the research on the subject and its policy implications. The piece is divided into four sections, starting with an introduction that provides context for the class size debate.

Educational indicator systems are in demand in the US due to their strong linkages to policy issues. This article covers five major issues related to educational indicators, including what they are, major initiatives in the US, and indicator strategies in California. It also discusses key issues related to indicator development and use and outlines alternative strategies for making sense of educational indicators, which are currently missing in the US.

Evaluation of 11 California high school academies in 1987-88 found positive in-school outcomes. Academies combine academic and vocational courses to reduce dropout rates. Graduation rates available for one grade-level cohort, with an estimated net benefit of $1.0-1.3 million from dropout prevention.

The notion that larger school districts are superior has changed, with some researchers advocating for smaller ones. Recent reform reports have focused on the school site as the decision-making seat. Three main issues guide district size research: fiscal efficiency, school effectiveness, and community identity. Although research has been conducted, there is still no definitive answer. This article explores the research and debate on the "right" size for school districts and identifies unanswered questions, hoping to kindle interest in further research.

This article discusses the results of replicating the California Peninsula Academies model in 10 high schools. The model provides technical instruction in an occupational field, alongside core academic curriculum, and is designed to prevent dropouts. Evidence suggests that Academy students performed better in terms of grades and course credits compared to students in comparison groups, particularly at three sites.

The Policy Analysis for California Education (PACE) Project provides nonpartisan information to policymakers about California's education system. Their "Conditions of Education in California" report is a yearly benchmark for policymakers. PACE also studies in-depth information on California's education system, including the impact of legislation on schools and the performance of students. Their research is widely distributed among education groups and citizens.

PACE, a university-based research center, provides "nonpartisan, objective, independent" information on K-12 schooling in CA. Its analyses have been invaluable to lawmakers and educators during the state's active education-reform period. PACE has played a growing role in debates on school issues, exemplified by a heated debate in the CA legislature over the Commission on Teacher Credentialing. PACE offers a model for providing data for education policies when many states are seeking broader information bases. It has helped provide a better understanding of what is happening in education.

The study examines curricular changes in California's high schools from 1982 to 1985, a period of educational reforms aimed at increasing academic rigor. The state mandated more extensive graduation requirements while universities adjusted their entrance requirements. A sample of 20 comprehensive high schools shows increased academic offerings in math, science, and advanced placement, and decreased offerings in industrial arts, home economics, and business education, reflect statewide trends.

States can help local schools improve by implementing effective school improvement strategies. A study by the Education Commission of the States (ECS) identified key elements that can transform schools into more effective organizations, and various roles that states can play in the change process. The study analyzed data collected in 40 schools in 10 states, providing a solid knowledge base for implementing state-mandated education reforms. Effective strategies and conditions for success were studied using a case-study approach. The study began in late 1983 and was completed in early 1985.

Public school policy mak­ing is embedded in a complex societal matrix. It is not possi­ble to consider the future of U.S. schools without examining the size and distribution of future populations; the future state of the economy and its ef­fect on funds available for the schools; and the political context within which decisions will be made. The public school system is a "dependent variable" of larger social and economic forces.

Increased state funding of public education has led to a call for statewide accountability systems. Current trends rely on standardized true-false testing, which can distort what happens in schools when financial incentives are linked with the tests. Teachers are important, and accountability should provide positive encouragement without excessive use of testing. A set of principles and an outline for a statewide accountability system that relies on both top-down and bottom-up accountability is presented.