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Hough, Heather; Marsh, Julie; McKibben, Susan – Policy Analysis for California Education, PACE, 2018
Social-emotional learning refers to the beliefs, attitudes, personality traits, and behaviors that students need to succeed in school and life. Our study looks closely at ten "outlier schools" in California's CORE districts whose students report strong social-emotional learning outcomes compared to other, similar middle schools. This…
Descriptors: Social Development, Emotional Development, Middle Schools, Urban Schools
Grunow, Alicia; Hough, Heather; Park, Sandra; Willis, Jason; Krausen, Kelsey – Policy Analysis for California Education, PACE, 2018
Under emerging policy structures in California, the responsibility for school improvement is increasingly placed upon local school districts, with County Offices of Education (COEs) playing a critical support role. In this system, districts are responsible for school improvement, with counties in charge of ensuring quality across districts and…
Descriptors: Educational Improvement, Educational Quality, School Effectiveness, Educational Policy
Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
Marsh, Julie; Bush-Mecenas, Susan; Hough, Heather – Policy Analysis for California Education, PACE, 2016
California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California's Local Control and Accountability Plan (LCAP) encourages the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every…
Descriptors: Capacity Building, Accountability, School Districts, Measurement
Hough, Heather; Witte, Joe – Policy Analysis for California Education, PACE, 2016
In May 2016, the authors released a policy memo comparing the effect of reporting subgroups at an n-size of 20+ compared to 100+. In response to this original memo, the U.S. Department of Education released a rule notice proposing changes to ESSA regulation ยง200.17 allowing states "to establish a range of n-sizes, not to exceed 30." To…
Descriptors: Accountability, Educational Policy, Educational Improvement, Educational Legislation
Hough, Heather – Policy Analysis for California Education, PACE, 2016
With the passage of the Every Student Succeeds Act (ESSA) of 2015, California must integrate additional measures of student and school performance into the state-wide accountability system. To support the conversation as policymakers consider if/how to include chronic absenteeism data in the state's accountability system, PACE has conducted an…
Descriptors: Attendance, Accountability, Data, Feasibility Studies
Hough, Heather; Witte, Joe – Policy Analysis for California Education, PACE, 2016
With the passage of the Every Student Succeeds Act (ESSA) of 2015, California state policymakers are tasked with determining the subgroup threshold for school-level reporting. To inform this decision, this policy brief explores the implications of utilizing various subgroup sizes using data from the CORE Districts. The authors find that the 20+…
Descriptors: Federal Legislation, Educational Legislation, School Districts, Partnerships in Education
Hough, Heather; Penner, Emily; Witte, Joe – Policy Analysis for California Education, PACE, 2016
The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured. Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework. They show that 1) Different academic…
Descriptors: Federal Legislation, Educational Legislation, Educational Change, Educational Indicators