This paper investigates the effect of student satisficing, the act of providing suboptimal survey responses, on data quality in a large-scale social-emotional learning survey. The study examines the prevalence and impact of satisficing among 409,721 students and finds that its effect on data quality is less significant than expected. The paper offers a practical approach to defining and calculating satisficing, useful for researchers, policymakers, and practitioners working with large-scale datasets.

This paper examines which social-emotional skills are most important for student success and how they vary among student subgroups. It uses longitudinal data from over 200,000 fourth through seventh grade students in California to explore growth mindset gaps across student groups and shows the significant predictive power of growth mindset for academic achievement gains, even when controlling for other social-emotional skills and background characteristics.

This paper uses mixture IRT models to evaluate whether students experience confusion due to negative wording of items on a social-emotional learning assessment. It examines the consequences of confusion on student- and school-level scores and correlations with student-level variables, finding that confusion is present and most prevalent in lower grades, and is related to reading proficiency and ELL status. The study recommends the use of positively oriented items in future SEL measures, and suggests bias corrections based on the studied mixture model to maintain measurement continuity.

This brief examines the consistency of the drop in academic self-efficacy during middle school across various student groups, such as demographics, achievement level, and school of attendance. The study finds that the drop is essentially universal across all groups, despite some showing lower self-efficacy than others. Additionally, schools vary in their students' level of self-efficacy, but do not differ much in this trend. The drop in academic self-efficacy is steeper for female students, resulting in lower self-efficacy for girls than boys throughout middle and high school.

This study uses value-added models to explore whether social-emotional learning (SEL) surveys can measure effective classroom-level supports for SEL. Results show that classrooms differ in their effect on students' growth in self-reported SEL, suggesting that classroom-level effects may be larger than school-level effects. However, the low explanatory power of the SEL models means it's unclear if these are causal effects. The SEL measures also capture growth not measured by academic test scores, indicating that classrooms within schools may impact measurable student growth in SEL.

The increase in students opting out of standardized tests is a threat to accurately measuring student achievement. This brief examines the effects of opting out in the CORE districts and models how it could affect accountability measures. More opt-outs could significantly impact some metrics, but the growth measure is largely unaffected. Metrics tracking achievement by cohort are at risk of bias, even with low levels of opting out. Adjusting for characteristics of students who take the tests could be a solution.

This paper uses a large dataset to confirm that self-management skills predict student success and are a better predictor of student learning than other socio-emotional skills. Students with higher levels of self-management experience almost 80 days of additional learning. The paper also describes self-management gaps across student groups.

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.

This paper examines how the growth of charter schools affects traditional public schools' financial health in California. The study finds that higher charter enrollment is associated with lower per-pupil spending and fiscal health in traditional public schools, but the effects are smaller than in other states. However, the proportion of expenditures allocated to different activities, goods, or services does not differ. The paper provides lessons for policymakers and suggests that California's economic and policy context may explain the differences from similar analyses in other states.

This report examines the stability of school effects on social-emotional learning (SEL) over two years in California's CORE districts. The correlations among school effects in the same grades across different years are positive but lower than those for math and ELA. While these effects measure real contributions to SEL, their low stability draws into question whether including them in school performance frameworks and systems would be beneficial.

This study examines how social-emotional skills develop from Grade 4 to Grade 12 and vary by gender, socioeconomic status, and race/ethnicity. Based on self-report student surveys administered to around 400,000 students in California, the study finds that social-emotional skills do not increase uniformly and vary across subgroups. Females have higher social awareness but lower self-efficacy than males. Economically disadvantaged students show improvement in high school. White students report higher social-emotional skills than African American and Latinx students.

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.

This paper examines the use of social-emotional learning (SEL) measures to evaluate school-level growth in student outcomes. The study finds substantial differences across schools in SEL growth, suggesting that schools may contribute to students' SEL. However, caution is recommended in interpreting measures as the causal impacts of schools on SEL due to potential measurement error and omitted variables bias.

The paper inventories technology programs available for middle school math—not as a guide. Some descriptions may not be accurate, and web addresses are included for reference. The report showcases the variety of programs available but notes few have been rigorously evaluated. Policymakers and educators have many options to incorporate technology into middle school math.

Chaffey College in California's Inland Empire is renowned for its "risk tolerant change-oriented culture" and impressive student support programs, which have led to exceptional outcomes for Chaffey students. In this working paper, researchers visited Chaffey and other California colleges to examine the quality of instruction in basic skills and the integration of student support services. Chaffey's success story highlights the importance of developing a broad structure necessary for success both in developmental education and for all students.

This paper examines basic skills education in California Community Colleges and the heterogeneity of students in developmental classrooms. Some students simply need to brush up on existing skills while others have learning disabilities or mental health issues. The paper argues that colleges need to be further differentiated to respond to the variety of student needs and offers suggestions for doing so.

The voluntary nature of student support services in California Community Colleges means that many students who need them do not use them, due to competing demands or stigma. The lack of funding for student services and the prevalence of adjunct faculty further complicates their use. Challenging conventional practices and norms of community colleges could make the entire enterprise of developmental education more effective.

This PACE working paper examines six types of innovations to improve developmental education in California Community Colleges: individual practitioner efforts, departmental developments, learning communities, K-12 initiatives, Faculty Interest Groups, and innovation from the middle. The authors find that there are many good ideas for improving developmental education, but success depends on nurturing the right conditions for innovation. Innovation from the middle, with the joint efforts of senior-level faculty and middle-level administrators, seems necessary for widespread reform.

This paper examines the impact of pupil mobility in urban districts like Los Angeles, where families are encouraged to switch schools due to the growth of mixed-markets of charter, magnet, and pilot schools. African American and White students are more likely to exit their schools, while overcrowding in low-income Latino neighborhoods leads to higher exit rates. Charter and magnet school students exit less. The district's commitment to relieve overcrowding leads to Latino students moving to newly built schools. The opening of new high schools reduced pupil mobility.

This working paper examines the instructional triangle of basic skills education in California Community Colleges through classroom observations in 13 colleges. The study identifies the prevalence of remedial pedagogy, which relies on sub-skill drill and practice and lacks connections to subsequent courses or adult roles. This approach is ineffective and violates precepts of effective instruction. The paper outlines alternatives to remedial pedagogy, including hybrid and constructivist teaching. These alternatives are further developed in Working Paper 3.

This study explores how teacher characteristics and school context affect the timing of teacher exits from schools, using a two-level discrete-time survival analysis framework. Results for Los Angeles Unified School District show that school context is crucial, especially type of school and organizational characteristics, beyond individual teacher qualifications. Differences between elementary and secondary teachers are also observed.

This paper series addresses the issue of basic skills instruction in California Community Colleges. The problem is twofold: a high proportion of students enter college needing developmental courses, and these students are unlikely to move into college-level work. The research focuses on instructional issues, with observations and interviews to understand classroom and institutional settings. The subsequent papers in the series will cover various hypotheses for why success rates in basic skill instruction are not higher.

This working paper examines the use of Quality Education Investment Act (QEIA) funds, which allocated $2.6B over seven years to California's lowest-performing schools. The authors conducted a study of four Los Angeles high schools to investigate how QEIA dollars were spent in the first year, who made the decisions, and how funds were used to improve teaching and the instructional program. The study found that district officials and principals had discretion in allocating funds, consistent with recent efforts to deregulate categorical-aid programs and give local educators fiscal discretion.