Report Implementing the Common Core State Standards in California By Patrick Murphy, Paul Warren Apr 16, 2014 The Common Core State Standards (CCSS)—adopted in 2010—are similar to California’s current K–12 standards, but their emphasis on conceptual understanding and problem solving will require changes in classroom instruction. California’s transition to the CCSS has gotten off to a slow start. Survey data suggest that many teachers will deliver the new standards for the first time in 2014–15—the first year of CCSS-based testing. Like other states, California will probably see a drop in test scores under the new standards. But as the transition continues beyond 2014–15, the hope is that the new standards and tests will create incentives that lead to higher student achievement.
blog post Ready for College? By Hans Johnson Mar 6, 2014 By several measures, a large and growing share of the state’s high school graduates are ready for college-level work.
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.
Report Improving School Accountability in California By Eric Larsen, Stephen Lipscomb, Karina Jaquet Apr 7, 2011 California schools are required to hit rising proficiency rate targets that are central to the current system of school accountability. However, few schools are expected to hit those targets and at those schools that do, smaller shares of disadvantaged students are being served. The authors contend that an accountability system based on a value-added model could provide a more valid measure of school effectiveness. This research was supported with funding from The William and Flora Hewlett Foundation.
Report English Learners in California Schools By Christopher Jepsen, Shelley de Alth Apr 7, 2005 Well over a million students who are unfamiliar with the English language attend California’s schools, constituting about one-quarter of the state’s K-12 population. Given that proficiency in English is vital to success not only in academic subjects but also in the workforce, both state and federal policymakers consider English proficiency a major goal for English learner (EL) students. The federal government’s No Child Left Behind (NCLB) Act of 2001 establishes mandates for improving both the number of students achieving gains in English proficiency and the number who are reclassified as Fluent English Proficient (FEP). This report investigates how effective California schools are in achieving both NCLB goals. The authors examine the determinants of school-level reclassification rates (i.e., the school characteristics that seem to affect the percentage of EL students who are reclassified as FEP), and they also explore the student-level characteristics that appear to affect gains in achievement on an English proficiency test. The study identifies several categories of students who lag behind others in gaining English proficiency, and these distinctions should help policymakers target EL students who are in need of special assistance.
press release Public Schools Serving Poor Students Are Being Shortchanged In California, Study Finds Feb 25, 2000
