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Improving College Pathways in California

By Niu Gao, Hans Johnson

Far too many California students are falling off the pathway to and through college. At current rates of high school and college completion, only about 30 percent of California 9th graders will earn a bachelor’s degree, a rate that is insufficient for an economy that increasingly demands more highly educated workers.

Report

Charter Schools and California’s Local Control Funding Formula

By Iwunze Ugo, Laura Hill

Over the two decades since their inception, charter schools have become a significant part of the California public school system. Quasi-independent, but publicly funded, these schools educate about 10 percent of the state’s students.

Report

Student Achievement and Growth on California’s K-12 Assessments

By Laura Hill, Iwunze Ugo

California’s school children did much better in the second year of new standardized tests. But a look at results for English Learners and economically disadvantaged students indicates that achievement gaps are not closing. Struggling districts may need more guidance from the state—they might also look to schools and districts that have had success with high-need students.

This research was supported with funding from the Evelyn and Walter Haas, Jr. Fund.

Statewide Survey

PPIC Statewide Survey: Californians and Education

By Mark Baldassare, Lunna Lopes, Dean Bonner, David Kordus

A solid majority of Californians favor tax-funded vouchers that would allow parents to send their children to any school they choose. At the same time, most rate the quality of their local public schools positively and view state funding for public schools as inadequate. Many are concerned about the impact of increased federal immigration enforcement efforts on undocumented public school students and their families.

Crosstabs:
All Adults [PDF]
Likely Voters [PDF]

Time Trends:
All Adults [PDF]
Likely Voters [PDF]

This research was supported with funding from the Dirk and Charlene Kabcenell Foundation, the S. D. Bechtel, Jr. Foundation, the Silver Giving Foundation, and the Stuart Foundation.

Statewide Survey

PPIC Statewide Survey Californians and Higher Education

By Mark Baldassare, Lunna Lopes, Dean Bonner, David Kordus

Californians give the state’s public higher education system high marks, but see affordability as a big problem. Most say higher education funding is inadequate but also believe that existing funds need to be used more wisely. While nearly all see the system as important to the state’s future, Californians are divided on whether a college education is necessary for individual success in today’s economy.

Crosstabs:
All Adults [PDF]
Likely Voters [PDF]

Time Trends:
All Adults [PDF]
Likely Voters [PDF]

The survey was supported with funding from the Arjay and Frances Miller Foundation, the Flora Family Foundation, John and Louise Bryson, Walter Hewlett, and the William and Flora Hewlett Foundation.

Report

Math Placement in California’s Public Schools

By Niu Gao, Sara Adan

Last year, the California Legislature passed a new law—the California Mathematics Placement Act—to address widespread concern over equity in the math placement process. The law is aimed at improving the measurement of student performance in order to move more students successfully through the high school curriculum. In this context, we surveyed California’s school districts during the 2015–16 school year to examine their placement policies right before the law took effect and to identify district needs for technical assistance while implementing the new law. We found that:

  • Districts need help in determining how to proceed. Because the law leaves many details open to local interpretation, many districts are unsure about how to handle certain key elements. Teacher recommendations are a good example. Our survey indicates that the majority of districts have relied on recommendations as an important factor in determining placement. But the law now restricts their use. Improving the law’s clarity is critical going forward.
  • Despite uncertainties, most districts are implementing the new law. Among our respondents, 86 percent reported having a systematic math placement policy. Sixty percent said they are somewhat or very familiar with the new law. Among these districts, 51 percent said they were already in compliance and 42 percent reported revising their policies for compliance purposes.
  • Across districts, there is a strong need for valid, reliable, and objective performance measures. This need applies both to assessing student performance and to evaluating district policies. Districts with the largest gains in student course outcomes over a 10-year period provide some insight. These districts are more likely than others to emphasize test scores, math GPA, and overall GPA when assessing student placement. They are also more likely to use end-of-year math grades to evaluate district placement policies.
  • Districts face a number of other challenges. Districts’ concerns range from handling parental expectations, to needing evidence-based performance measures, to creating better policy alignment within and across schools. In addition, equity issues and staffing shortages present ongoing challenges for many districts.

We recommend several actions for helping districts comply with the law and improve their math placement process. These include establishing evidence-based measures, refining the approach to teacher recommendations, and identifying effective placement protocols. In the longer term, districts would benefit from using student data to improve equity issues and from increased staffing, especially in rural and high-need districts.

Report

Strengthening Local K–12 Accountability: The Role of County Offices of Education

By Paul Warren

Strengthening the role of county offices could help bolster the state’s school improvement and support system. By clarifying county office authority to oversee district accountability plans and work with underperforming districts, the state can give the new accountability process its best chance of improving student outcomes in California.

This research was supported with funding from the Stuart Foundation.

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