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Showing 1 to 15 of 18 results Save | Export
Gehlbach, Hunter; Hough, Heather J. – Policy Analysis for California Education, PACE, 2018
As educational practitioners and policymakers expand the range of student outcomes they assess, student perception surveys--particularly those targeting social-emotional learning--have grown in popularity. Despite excitement around the potential for measuring a wider array of important student outcomes, concerns about the validity of the…
Descriptors: Social Development, Emotional Development, Validity, School Districts
West, Martin R.; Fricke, Hans; Pier, Libby – Policy Analysis for California Education, PACE, 2018
Amid growing interest from educators and policymakers in supporting students' social and emotional learning (SEL), this brief describes the development of key social-emotional skills within the CORE districts, a network of urban California school districts that collectively serve more than one million students. Specifically, we use CORE's unique…
Descriptors: Educational Trends, Social Development, Emotional Development, Urban Schools
West, Martin R.; Pier, Libby; Fricke, Hans; Loeb, Susanna; Meyer, Robert H.; Rice, Andrew B. – Policy Analysis for California Education, PACE, 2018
Mounting evidence demonstrates that social-emotional skills are important for students' academic and life success, yet we have limited evidence on how these skills develop over time and how this development varies across student subgroups. In this study, we use the first large-scale panel survey of social-emotional learning (SEL) to describe how…
Descriptors: Educational Trends, Social Development, Emotional Development, Self Concept
Loeb, Susanna; Christian, Michael S.; Hough, Heather J.; Meyer, Robert H.; Rice, Andrew B.; West, Martin R. – Policy Analysis for California Education, PACE, 2018
Measures of school-level growth in student outcomes are common tools used to assess the impacts of schools. The vast majority of these measures are based on standardized tests, even though emerging evidence demonstrates the importance of social-emotional skills (SEL). This paper uses the first large-scale panel surveys of students on SEL to…
Descriptors: Social Development, Emotional Development, Academic Achievement, Self Efficacy
Reardon, Sean F.; Doss, Christopher; Gagné, Josh; Gleit, Rebecca; Johnson, Angela; Sosina, Victoria – Policy Analysis for California Education, PACE, 2018
How are California's students doing? And are all groups of students receiving the same opportunities for educational success? How do patterns of educational outcomes in California compare to those in other states, and how have they changed in the last decade? In this study, the authors seek to provide a portrait of the state of educational…
Descriptors: Outcomes of Education, Reading Achievement, Mathematics Achievement, Standardized Tests
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
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 §200.17 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
Policy Analysis for California Education, PACE, 2016
The Every Student Succeeds Act (ESSA) requires states to develop an accountability system that includes multiple measures of student academic performance and at least one additional indicator of "School Quality or Student Success" (SQSS). To support policymaking at both the state and federal level, the authors of "Identity Crisis:…
Descriptors: Federal Legislation, Educational Legislation, Educational Change, Educational Indicators
Welsh, William; Coghlan, Erin; Fuller, Bruce; Dauter, Luke – Policy Analysis for California Education, PACE (NJ1), 2012
Aiming to relieve overcrowded schools operating on multiple tracks, the Los Angeles Unified School District (LAUSD) has invested more than $19 billion to build 130 new facilities over the past decade. District leaders asked researchers at Berkeley to estimate the achievement effects of this massive initiative--benefits that may stem from entering…
Descriptors: Achievement Gains, Academic Achievement, Crowding, Educational Environment
Dauter, Luke; Fuller, Bruce – Policy Analysis for California Education, PACE (NJ3), 2011
Everyone knows that student achievement often suffers when children and families move, leaving behind their school and neighborhood, yet, in urban districts like Los Angeles, mobility is now encouraged by the development of mixed-markets of diverse schools, including charter, pilot, and magnet schools in. Over 60 new school facilities were opened…
Descriptors: Neighborhoods, Magnet Schools, Family Characteristics, Educational Facilities
Koppich, Julia E.; Rigby, Jessica – Policy Analysis for California Education, PACE (NJ1), 2009
This policy primer is designed to provide base-line information about new forms of teacher pay that are emerging around the country, to support the local conversations and negotiations that will lead to the development of innovative compensation systems. It identifies reasons why teacher compensation is high on local, state, and federal policy…
Descriptors: Teacher Salaries, Innovation, Teacher Motivation, Incentives
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