Changing Mindsets and Empowering Stakeholders to Meaningfully Manage Accountability and Improvement
Published
Summary
School accountability and improvement policy are on the precipice of a paradigm shift. While the multiple-measure dashboard accountability approach holds great promise for promoting more meaningful learning opportunities for all students, our research indicates that this can come with substantial challenges in practice. We reflect upon the lessons learned from our recent research on CORE Districts’ use of multiple-measure data dashboards. The research indicated that a shift to greater flexibility and locally determined capacity building efforts brings its own set of challenges. Building on...
Insights From California’s CORE Waiver Districts
Published
Summary
The Every Student Succeeds Act (ESSA) represents a notable shift in K–12 accountability, requiring a more comprehensive approach to assessing school performance and a less prescriptive approach to intervening in low-performing schools. This articles seeks to leverage the experiences of California’s Office to Reform Education (CORE) waiver districts to better understand what it means to implement an ESSA-like system. Specifically, this article examines educators’ attitudes about CORE’s accountability system, how it was implemented, and its intermediate outcomes. This article was originally...
Publication authors
Published
Summary
The Every Student Succeeds Act (ESSA) devolves to states many decisions about how to design the accountability system and the measures to use in these systems in order to meet new goals of college and career readiness. Because few states presently have adequate measures for the new goals, the states will need to develop the measures along with accountability structures. ESSA includes a provision that would allow district waivers to their state’s programs. States can use such waivers to make use of particularly high-capacity districts’ ability to innovate and test new approaches. The CORE...
Research Center Celebrates a Quarter Century as Leader in Legislative Policy Analysis
Published
Summary
When PACE was founded in the early 1980s, California's schools were in turmoil following the passage of Proposition 13, which indirectly limited public education funding. The good news is that PACE has grown significantly in size and stature since then-Graduate School of Education Professor James Guthrie (who taught in the GSE for 27 years), Stanford Professor Michael Kirst; and then-chancellor of the California Community Colleges Gerald Hayward founded PACE (originally called Policy Alternatives for California Education). And the other good news is that the independent policy center has...
School Finance and Governance in California
Published
Summary
Getting Down to Facts is the largest independent investigation ever of how California governs and funds public education. It was commissioned at the request of a bipartisan group of California leaders, including the governor’s Advisory Committee on Educational Excellence, the president protem of the California Senate, the speaker of the California Assembly, the superintendent of public instruction, and the state secretary of education. The purpose of this unprecedented project was to describe California’s school finance and governance systems, identify aspects of those systems that hinder the...
A New Strategy for Linking Research and Practice
Publication author
Published
Summary
The need to bring research to bear on the problems of educational practice has never been greater. U.S. schools face a number of critical challenges in the years ahead. Two of the most cited examples are incorporat­ing increasing numbers of educationally disadvantaged students into the educa­tional mainstream and preparing students for an increasingly competitive and techno­logically advanced work environment. In order to meet these challenges, a vari­ety of reform efforts are under way at the local, state, and federal levels. Research should play an important role in meeting these challenges...
Overcoming Barriers, Creating New Opportunities
Publication author
Published
Summary
Childhood is changing. More chil­dren are unhealthy—physically and mentally. More children suffer from substance abuse and child abuse, from inadequate child care, and from family disorganization. More and more students from single­ parent families and from minority and non-English­ speaking backgrounds are entering the public schools that have never done a good job of meeting the needs of non-middle-class, nonwhite, non-English-speaking children. School leaders must understand how chil­dren's educational prospects are affected by their daily lives. Childhood is changing, and schools must...
Third-Year Results from Replications of the California Peninsula Academies
Published
Summary
This paper reports 1987–88 results from an evaluation of 11 academy programs in California high schools. Academies are schools within schools, combining academic and vocational courses in a program designed to reduce dropout rates. The evaluation used a matched comparison group for each cohort of academy students at each site. Results for in-school outcomes were generally positive. Focusing on one grade-level cohort for which graduation rates are available, the number of dropouts saved was estimated, along with the costs and economic benefits to society. The estimated net benefit from dropout...
Second-Year Results from Replications of the California Peninsula Academies
Published
Summary
This paper reports results from the first two years of an effort in 10 high schools to replicate the California Peninsula Academies. The Academy model combines the core academic curriculum with technical instruction in a particular occupational field. Local employers representing that field participate in various ways. The program is intended to improve the school performance of students who would otherwise be likely to drop out. Evidence presented here indicates that Academy students generally have compiled better grades and more course credits than students in comparison groups at the same...
Publication authors
Published
Summary
States can play substantive and important roles in helping local schools. The article in this section, which stems from a study by the Education Commission of the States (ECS), document those elements of the change process that work to transform schools into more effective organizations. Since the late 1970s, well before the start of the current re­form movement in education, the states have been actively en­gaged in helping districts and individual schools to implement research findings on effective schools, effective teach­ing, and the processes of educational change. This article re­ports...