Critical Actions for Recovery and the Role of Research in the Years Ahead
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The Institute of Education Sciences (IES) recently issued a report providing guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. The report identifies critical problems and issues; details new methods and approaches; and specifies the kinds of research investments needed in the future.

The Impact of Unmotivated Questionnaire Responding on Data Quality
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Education researchers use surveys widely. Yet critics question respondents’ ability to provide high-quality responses. As schools increasingly use student surveys to drive local policymaking, respondents’ (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision making.

Insights from California's Local Control Funding Formula
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This policy brief uses the case of California’s Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. It provides clarity around who is and is not participating, why, and what broader lessons we can draw for implementing federal and state education policies mandating public engagement. The findings indicate tremendous room for improvement.

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This article illustrates the application of mixture IRT models to evaluate respondent confusion due to the negative wording of certain items on a social-emotional learning (SEL) assessment.

Evidence From the First Large-Scale Panel Student Survey
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A growing number of school systems use self-report surveys to track students’ social-emotional development as a tool to inform policy and practice.

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California’s CORE districts—a consortium of eight school districts serving a racially and socioeconomically diverse population of over one million students—since 2014 have led the way in deploying measures of social and emotional learning (SEL) and school climate and culture. Influenced by surging interest and research support over the past decade, these districts have collected data in hopes of continuously improving how their K–12 schools address the social and emotional dimensions of student development.

Conditions Shaping Educators’ Use of Social–Emotional Learning Indicators
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Researchers have amassed considerable evidence on the use of student performance data (e.g., benchmark and standardized state tests) to inform educational improvement, but few have examined the use of nonacademic indicators (e.g., indicators of social and emotional well-being) available to educators, and whether the factors shaping academic data use remain true for these newer types of data.

Findings From the First Large-Scale Panel Survey of Students
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Measures of school-level growth in student outcomes are common tools for assessing the impacts of schools. The vast majority of these measures use standardized tests as the outcome of interest, even though emerging evidence demonstrates the importance of social-emotional learning (SEL).

Insights from Outlier Schools
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There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions, and behaviors can advance outcomes, such as college readiness, career success, mental health, and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills.

Describing Chronically Absent Students, the Schools They Attend, and Implications for Accountability
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Student absenteeism has recently entered the national spotlight with its emphasis in the Every Student Succeeds Act (ESSA), and here in California with its inclusion in the School Dashboard. Yet many questions remain about who chronically absent students are and how they are concentrated within schools. In chapter 1 (of the edited book, Absent from School), Heather J.

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This article examines how district administrators’ conceptions of equity relate to the implementation of finance reform. The authors use sensemaking theory and four views of equity—libertarian, liberal, democratic liberal, and transformative—to guide a case study of two districts, finding evidence of two conceptions of equity: (1) greater resources for students with greater needs, and (2) equal distribution of resources for all students.

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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.

Changing Mindsets and Empowering Stakeholders to Meaningfully Manage Accountability and Improvement
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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.

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With the Every Student Succeeds Act (ESSA) replacing No Child Left Behind (NCLB) legislation, states have gained substantial new freedom to reshape their school accountability systems, including criteria for how to measure and communicate school performance to the public. One dominant model is the streamlined letter-grade system first adopted by Florida, which focuses on student achievement on annual statewide tests.

Insights From California’s CORE Waiver Districts
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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.

How a Research Center Based at USC Rossier, Stanford and UC Davis Is Helping California Forge Its Own Path in Advancing Its Education System
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In May 2016, on the Monday following USC Rossier’s two commencement ceremonies, more than 50 policymakers, philanthropists, and researchers gathered bright and early across the street from the USC campus for a two-day conference. The goal? Hashing out a research agenda that would inform teacher policy in California and beyond.

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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.

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Rising opposition to the Common Core Standards (CCS) has undermined implementation throughout the country, yet there has been no scholarly analysis of the predictors of CCS opposition in the populace. This analysis uses data from a statewide poll of California voters to explore the demographic and policy predictors of CCS opposition.

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Expansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects.

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Subway riders in London are constantly warned to “mind the gap,” the dangerous empty space between the platform and the train. Unwary riders who fail to heed this advice may suffer a variety of unpleasant consequences, ranging from scuffed shoes to broken ankles. In this essay, I warn readers to mind a different and vastly wider gap: the one between researchers and policy makers.

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This article focuses on California's efforts to improve the alignment between K–12 and postsecondary schooling through the Early Assessment Program (EAP). Implemented in 2004, EAP was designed to give high school students information about their academic preparedness for postsecondary education and to encourage teachers to teach for college readiness.

A Multidistrict Analysis of Statewide Mandated Democratic Engagement
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This article seeks to deepen our understanding of the nature and quality of democratic participation in educational reform by examining the first-year implementation of California’s Local Control Funding Formula (LCFF), which mandates civic engagement in district decision-making.

The Magnitude of Student Sorting Within Schools
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Large urban school districts serve increasingly diverse student bodies. Although many studies have described racial segregation among schools, and the causes and consequences of such segregation, far fewer have examined the extent to which students are sorted across classrooms within schools by race and ethnicity, or by family income or achievement. Attendance at the same school does not ensure that students from different backgrounds will share classrooms or have equivalent educational experiences.

The Resurgence of Local Actors in Education Policy
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This article explores trends in intergovernmental relations (\GR) by analyzing recent education policies: No Child Left Behind Act, Common Core State Standards, and local empowerment policies.

Teacher Characteristics and Class Assignments
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Although prior research has documented differences in the distribution of teacher characteristics across schools serving different student populations, few studies have examined the extent to which teacher sorting occurs within schools. This study uses data from one large urban school district and compares the class assignments of teachers who teach in the same grade and in the same school in a given year.