Report The Impact of COVID-19 on Science Education By Niu Gao, Kathy DiRanna, Maria T. Chang Fay Jun 21, 2022 COVID-19 school shutdowns were especially disruptive for science education, which has long been a lower priority than math and English language arts. But as California schools recover from the pandemic, state policymakers can take steps to promote equitable investments in science literacy.
Policy Brief Policy Brief: The Impact of COVID-19 on Science Education By Niu Gao, Mary Severance Jun 21, 2022 As California schools recover from the pandemic, policymakers can take steps to promote equitable investments in science literacy across the state.
Report Understanding the Effects of School Funding By Julien Lafortune May 18, 2022 Funding for California’s K–12 public schools has reached record highs, but gaps in student outcomes remain. Understanding the benefits of additional funds, and how to distribute those funds, are key concerns for policymakers. This report offers insights from a robust body of research on the extent to which higher spending improves outcomes.
Report Dual Enrollment in California By Olga Rodriguez, Niu Gao Oct 18, 2021 Dual enrollment provides opportunities for high school students to take college courses and earn college credit. The pandemic has fueled a nationwide surge in participation, and equity-centered legislation has raised dual enrollment’s profile in California. As dual enrollment expands, state leaders can take steps to promote equitable access and outcomes.
Report New Eligibility Rules for the University of California? The Effects of New Science Requirements By Niu Gao, Hans Johnson, Julien Lafortune, Anthony Dalton Nov 20, 2019 The UC system has proposed requiring three years of high school science, instead of two, to align with new K–12 standards. But this change could also reduce eligibility, especially for underrepresented students. Stakeholders can take several steps to help ensure the policy promotes equity.
blog post New Admission Requirements at the University of California? By Niu Gao, Hans Johnson May 21, 2018 The University of California is considering increasing minimum science requirements for admission, a move that will challenge California high schools to prepare students for the changes.
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.
event Implementing the Next Generation Science Standards Mar 8, 2018 California’s K–12 schools are implementing the Next Generation Science Standards (NGSS). The state and its school districts hope the new standards will transform the way science is taught. How has implementation been going? And how can the state help districts improve science education? PPIC researcher Niu Gao will outline the findings of a new report, and a panel of state and district experts will discuss the challenges and benefits of NGSS implementation.
Report Implementing the Next Generation Science Standards: Early Evidence from California By Niu Gao, Lunna Lopes, Grace Lee, Sara Adan Mar 6, 2018 The California State Board of Education (SBE) adopted the California Next Generation Science Standards (NGSS) to transform science teaching and learning in K–12 schools in 2013. The new standards emphasize “three-dimensional learning”: disciplinary core ideas, crosscutting concepts, and science and engineering practices.
