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Polikoff, Morgan S. – Policy Analysis for California Education, PACE, 2019
Late in 2018, the California Department of Education rolled out an updated version of the California School Dashboard. This revision altered the look and feel of the Dashboard and added new indicators based on newly available data. This brief updates a 2018 analysis of the Dashboard. First, I examine whether the state's revisions are in line with…
Descriptors: State Departments of Education, Educational Indicators, Academic Achievement, Administrator Attitudes
Perry, Mary; Gottfried, Michael; Young, Kiarah; Colchico, Cecelia; Lee, Kathy; Chang, Hedy – Policy Analysis for California Education, PACE, 2019
Acknowledging the importance of students simply being in school, California has made student attendance part of its accountability system. This brief covers a session in which it was pointed out that using chronic absenteeism as an accountability measure is new and its underlying causes are not well understood. Even as many schools face the…
Descriptors: Attendance, Attendance Patterns, Accountability, Intervention
Park, Vicki – Policy Analysis for California Education, PACE, 2019
The "CORE Districts" ("CORE") is a nonprofit organization created in 2010 to foster collaboration between eight of California's largest districts. In 2018-19, "CORE" provided a range of assistance to participating districts including programs to support multiple levels of district and school leaders' developing…
Descriptors: School Districts, Urban Schools, Educational Improvement, Public Schools
Kennedy, Kate; Gallagher, H. Alix – Policy Analysis for California Education, PACE, 2019
The "CORE Districts" ("CORE") is a nonprofit organization created in 2010, which works to foster collaboration between eight of California's largest districts. In 2018-19, "CORE" provided a range of supports to participating districts including programs to develop continuous improvement capability for district and…
Descriptors: Elementary Schools, School Districts, Educational Improvement, Administrator Role
Polikoff, Morgan – Policy Analysis for California Education, PACE, 2019
California is one of just two states (with Kansas) that does not use a student-level growth model to measure school performance. This brief lays out a number of common beliefs about growth models and provides evidence that these beliefs are inaccurate or unsupported. In so doing, the brief makes a positive case that the state should adopt such a…
Descriptors: Growth Models, School Effectiveness, Accountability, Misconceptions
Plank, David N.; Stipek, Deborah – Policy Analysis for California Education, PACE, 2019
Governor Gavin Newsom campaigned on a "cradle to career" education strategy that identified childcare and early education as key priorities. The Governor's 2019 Budget Proposal follows through with the inclusion of several initiatives aimed at increasing support for children five and younger. Despite strong evidence that high-quality…
Descriptors: Public Opinion, Early Childhood Education, Educational Attitudes, Preschool Education
Gallagher, H. Alix; Cottingham, Benjamin W.; Park, Vicki; Gong, Angela; Kennedy, Kate – Policy Analysis for California Education, PACE, 2019
Continuous improvement is being embraced in California as the path for improving student outcomes. In 2018-19, Policy Analysis for California Education (PACE) researchers undertook a third year of study of the "CORE Districts"' continuous improvement work. This brief summarizes the main lessons presented in four reports stemming from…
Descriptors: Educational Improvement, School Districts, Faculty Development, Educational Environment
Cottingham, Benjamin W.; Gong, Angela; Gallagher, H. Alix – Policy Analysis for California Education, PACE, 2019
The "CORE Districts" (referred to hereafter as "CORE") is a nonprofit organization created in 2010 to foster collaboration between eight of California's largest districts. In 2018-19, "CORE" provided a range of supports to participating districts, including programs to support multiple levels of district and school…
Descriptors: School Districts, Educational Improvement, Organizational Culture, Student Centered Learning
Gallagher, H. Alix; Cottingham, Benjamin W. – Policy Analysis for California Education, PACE, 2019
The education sector is embracing the hope that continuous improvement will lead to more beneficial student outcomes than standards-based reform and other approaches to policies and practice in prior decades. This report examines attempts in California to realize the potential of continuous improvement in some of the state's largest districts.…
Descriptors: School Districts, Educational Improvement, Urban Schools, Improvement Programs
Asim, Minahil; Kurlaender, Michal; Reed, Sherrie – Policy Analysis for California Education, PACE, 2019
In this report, the authors explore the patterns in mathematics course-taking among California public high school seniors. They describe what courses students are enrolled in and how course participation varies by key student characteristics, such as race/ethnicity, socioeconomic status, and performance level on the state's 11th grade assessments.…
Descriptors: Grade 12, High School Seniors, Course Selection (Students), Student Characteristics
Fahle, Erin M.; Lee, Monica G.; Loeb, Susanna – Policy Analysis for California Education, PACE, 2019
Academic self-efficacy is a student's belief in their ability to perform within a school environment. Prior research shows that students experience a drop in academic self-efficacy during middle school that is particularly steep for female students and results in lower self-efficacy for girls than boys throughout middle and high school. In this…
Descriptors: Middle School Students, Self Efficacy, Gender Differences, Academic Achievement
Kurlaender, Michal; Reed, Sherrie; Hurtt, Alexandria – Policy Analysis for California Education, PACE, 2019
The increasing importance of a college degree has led policymakers and educators to focus on strengthening the path to college beyond college entry. In this research brief the authors review four factors key to educational attainment: (1) aspirations and beliefs, (2) academic preparation, (3) knowledge and information, and (4) fortitude and…
Descriptors: College Readiness, Educational Attainment, Academic Aspiration, Beliefs
Reed, Sherrie; Rios-Aguilar, Cecilia; Arrillaga, Elisha Smith; Vargas, Joel; Kurlaender, Michal – Policy Analysis for California Education, PACE, 2019
Due to fragmented and misaligned segments of public education, many students lack access to educational opportunities that will ensure their success in college and career. This problem is one that may only be solved through better alignment and coordination between high school and college, between systems of higher education, and between education…
Descriptors: Research, Policy, Theory Practice Relationship, College Readiness
Bolt, Daniel M.; Wang, Yang Caroline; Meyer, Robert H.; Pier, Libby – Policy Analysis for California Education, PACE, 2019
We illustrate the application of mixture IRT [item response theory] models to evaluate the possibility of respondent confusion due to the negative wording of certain items on a social-emotional learning (SEL) assessment. Using actual student self-report ratings on four social-emotional learning scales collected from students in grades 3-12 from…
Descriptors: Item Response Theory, Rating Scales, Test Items, Social Development
Fahle, Erin M.; Lee, Monica G.; Loeb, Susanna – Policy Analysis for California Education, PACE, 2019
Academic self-efficacy is a student's belief about their ability to learn or to perform within a school environment. This paper captures differential trends in academic self-efficacy by gender using self-efficacy survey data from five large districts in California from the 2014-15 through 2017-18 school years. We find that female students report…
Descriptors: Gender Differences, Middle School Students, Self Efficacy, Elementary School Students
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