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Summary

This brief examines the use of student test scores in teacher evaluations in CA. It argues that current evaluation methods are not effective, and that alternative methods of measuring teacher effectiveness, such as peer evaluations and student surveys, should be explored. The brief also discusses the potential consequences of over-reliance on test scores, such as teaching to the test and neglecting non-tested subjects. It concludes that teacher evaluations should be designed to provide useful feedback for professional development, rather than being used solely for accountability purposes.
How the First Semester Matters for Community College Students’ Aspirations and Persistence
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Summary

This policy brief argues that expanding access to community college alone will not prepare California's workforce for the 21st century. It shows that many high school graduates who enter community college with the goal of transferring to four-year colleges do not make it through their first semester with their goals intact. Providing additional guidance and support during the first semester could improve student persistence and transfer rates, as the first semester is crucial in shaping students' post-secondary academic careers.
Options for California
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Published

Summary

This policy brief examines accountability in California's education system, calling for a comprehensive approach that measures student outcomes and addresses systemic factors. The authors emphasize stakeholder engagement and local capacity building, and suggest a balanced approach that promotes continuous improvement for California's diverse student population.
Options for California
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Published

Summary

This policy brief advocates for the expansion of career-technical education (CTE) in California's high schools through a CTE/multiple pathways approach. The authors argue that this approach integrates academic and occupational content, is more effective for students, and addresses criticisms of high schools. They propose building on existing CTE practices and providing funding, technical assistance, professional development, curriculum development, work-based learning opportunities, and data monitoring to support the expansion of CTE/multiple pathways.