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

About the Program
Now that two years of data from California's new standardized tests are available, we are better able to evaluate the progress that students—particularly economically disadvantaged students and English Learners—are making in the wake of the state's recent reforms, which include a new funding system, curriculum, and standardized tests. PPIC researcher Iwunze Ugo will outline the findings from a new report.

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

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.

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