Report Community College English in California’s New Era of Student Access By Marisol Cuellar Mejia, Olga Rodriguez, Hans Johnson, Cesar Alesi Perez Aug 15, 2022 Major assessment and placement reforms at the state's community colleges have all but eliminated remedial prerequisites. As a result, students are much more likely to complete college composition—the “gateway” transfer-level English course. However, more work is needed to address persistent racial equity gaps and pandemic challenges.
press release Online Courses in Community Colleges See Major Growth—But Student Success Rates Lag May 14, 2014
Fact Sheet Career Technical Education in California By Sarah Bohn, Niu Gao, Shannon McConville Jun 6, 2018
blog post Video: Implementing New K–12 Science Standards By Susan Gluss Mar 13, 2018 A panel of experts discussed the findings of a new PPIC report that assesses the implementation of new science standards in California's K–12 schools, as well as the challenges and opportunities that lie ahead.
blog post Remote Learning for English Learners and Special Needs Students during COVID-19 By Niu Gao, Laura Hill Apr 10, 2020 As districts across California roll out distance learning plans, educators must develop alternate methods to effectively serve English Learners and students with special needs.
blog post Video: District Spending of One-Time Funds for Educational Recovery By Stephanie Barton Jul 19, 2023 PPIC researcher Julien Lafortune discusses how California school districts spent one-time funding to address COVID-19 disruptions to education, and an expert panel explores strategies for learning recovery and some key issues moving forward.
blog post Video: A New Era of Student Access at California’s Community Colleges By Vicki Hsieh Nov 24, 2020 An expert panel discusses new PPIC research showing that broader access to transfer-level courses at community colleges increased student success and narrowed racial equity gaps.
Report Examining the Reach of Targeted School Funding By Julien Lafortune, Joseph Herrera, Niu Gao Sep 6, 2023 Under California’s ten-year-old funding formula, districts with higher shares of high-need students receive additional dollars on top of base funding. Districts have flexibility around spending these funds, but when money is not fully directed to the intended students and schools, the impact on achievement gaps is diluted.
