Report California’s English Learner Students By Laura Hill Sep 6, 2012 English Learner (EL) students in California’s schools are numerous and diverse, and they lag behind their native-English-speaking peers. Closing the achievement gap for EL students has been a long-standing goal for California educators, and there are some signs of success. Now that EL funding and curriculum issues are receiving a fresh level of scrutiny from decisionmakers in Sacramento, it is important to assess our understanding of this diverse group, highlight the opportunities to improve policies around demonstrating mastery of English, calibrate funding formulas involving EL students, and implement new curriculum standards thoughtfully.
blog post Video: Improving Outcomes for English Learners By Mary Severance Jun 5, 2018 Recent K‒12 reforms change how California funds, assesses, and holds districts accountable for English Learner students, currently about 21% of the public school population.
blog post Engaging Parents in School Funding Decisions By Sonja Petek May 7, 2014 Under the new funding formula for schools, districts are required to seek input from parents while developing their accountability plans. How effective have districts’ outreach efforts been so far?
California Counts, Report At Home and in School: Racial and Ethnic Gaps in Educational Preparedness By Jennifer Y. Cheng Nov 1, 2001 Looks at conditions from early childhood through high school that contribute to or indicate educational achievement, focusing in particular on differences across racial/ethnic groups. Finds that by almost every indicator, Hispanic and black children are at a disadvantage when compared to white and Asian children.
Occasional Paper, Report Changing the Kindergarten Cutoff Date: Effects on California Students and Schools By Jill Cannon, Stephen Lipscomb May 29, 2008 California has one of the latest kindergarten entry cutoff dates in the nation, December 2, which effectively allows children as young as four years, nine months to enter kindergarten. Proponents of moving the cutoff date to earlier in the year contend that children who enter kindergarten before age five are not developmentally mature enough yet for school, and that entering at an older age should improve academic performance. The authors examine 14 recent studies on the short- and long-term effects of entering kindergarten at an older age, and their review suggests that moving California’s entry age would likely have a number of benefits, including boosting student achievement test scores. But it may also have the potential to increase the achievement gap among certain student subgroups.
Report Implementing Local Accountability in California’s Schools: The First Year of Planning By Paul Warren, Giselle Carrillo Mar 12, 2015 The passage of the Local Control Funding Formula (LCFF) in 2013 gave California school districts flexibility in allocating resources and significantly boosted state support for the education of disadvantaged students. LCFF also includes a Local Control and Accountability Plan (LCAP), which requires districts to enlist the help of parents and the public in identifying student performance goals and ways to achieve them. Our research in 25 California districts suggests that educators have worked hard to develop the first of these three-year plans, but that knowledge about strategic planning, data-driven decisionmaking, and involving parents and the public in the process varies significantly among districts. As a consequence, the clarity and effectiveness of the initial plans varies widely. The state can help by making technical assistance to districts and county offices of education available and affordable. Our research also indicates that expanding the role of county offices would help them push for improved student performance.
Report Tracking Progress in Community College Access and Success By Marisol Cuellar Mejia, Cesar Alesi Perez, Sidronio Jacobo, Fernando Garcia Oct 30, 2023 In 2019, a landmark reform removed barriers for community college students in accessing transfer-level math and English courses. While more students are now completing these key early milestones for transfer, additional efforts are needed to address persistent racial equity gaps and promote students’ longer-term success.
