Publications

  • Intersegmental Partnerships and Data Sharing: Promising Practices From the Field

    Sherrie Reed, Patrick Lee, Michal Kurlaender, Ambar Hernandez. Policy Analysis for California Education. July 2018

    Collaboration between K–12 public school districts and higher education, as well as between education institutions, workforce groups, and community organizations, has the potential to improve college and labor market outcomes for individual students and for local communities. However, improvement efforts demand the use of longitudinal data to define the problem, set goals, and monitor progress. California has been behind in building such a longitudinal data system—linked across pre-K through postsecondary sectors—to track individuals’ education and labor market outcomes.

  • Superintendents Speak: Implementing the Local Control Funding Formula

    Julie A. Marsh, Julia E. Koppich. Policy Analysis for California Education. June 2018

    This report, the next in a series by the Local Control Funding Formula Research Collaborative (LCFFRC) , presents survey responses from a statewide representative sample of California superintendents. The survey complements the LCFFRC’s four years of in-depth case study work examining the implementation of the LCFF and provides a broad picture of superintendents’ views of and experiences with the law. As with previous LCFF research, this survey is designed to help policymakers and others better understand ways in which the LCFF is affecting resource allocation and governance in California’s K-12 education system. Results also indicate areas in which changes may be needed.

  • School Effects on Social-Emotional Learning: Findings from the First Large-Scale Panel Survey of Students

    Susanna Loeb, Michael S. Christian, Heather Hough, Robert H. Meyer, Andrew B. Rice, Martin R. West. Policy Analysis for California Education. May 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 produce and evaluate school-level value-added measures by grade for growth mindset, self-efficacy, self-management, and social awareness.

  • Measuring Students’ Social-Emotional Learning Among California’s CORE Districts: An IRT Modeling Approach

    Robert H. Meyer, Caroline Wang, Andrew B. Rice. Policy Analysis for California Education. May 2018

    With an increased appreciation of students’ social-emotional skills among researchers and policy makers, many states and school districts are moving toward a systematic process to measure Social-Emotional Learning (SEL). In this study, we examine the measurement properties of California's CORE Districts’ SEL survey administered to over 400,000 students in grades 3 to 12 during the 2015-16 school year.

  • Trends in Student Social Emotional Learning: Evidence from the CORE Districts

    Martin R. West, Libby Pier, Hans Fricke, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice. Policy Analysis for California Education. May 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 four SEL constructs—growth-mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12, and how these trends vary by gender, socioeconomic status, and race/ethnicity.

  • Measuring Social Emotional Learning Through Student Surveys in the CORE Districts: A Pragmatic Approach to Validity and Reliability

    Hunter Gehlbach, Heather Hough. Policy Analysis for California Education. May 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 inferences that might be drawn from student self-reports persist. One of the most ambitious attempts to incorporate student perception surveys into a larger assessment framework has occurred through CORE—a consortium of school districts in California. Pulling from CORE’s data and their use within these districts, we summarize the evidence for validity and reliability of CORE’s student-report surveys on social-emotional learning through a pragmatic approach.

  • Enacting Social-Emotional Learning: Practices and Supports Employed in CORE Districts and Schools

    Julie A. Marsh, Susan McKibben, Heather Hough, Michelle Hall, Taylor N. Allbright, Ananya M. Matewos, Caetano Siqueira. Policy Analysis for California Education. April 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.

  • Predicting College Success: How Do Different High School Assessments Measure Up?

    Michal Kurlaender, K.A. Kramer, Erika Jackson. Policy Analysis for California Education. March 2018

    In 2014, the state of California implemented the California Assessment of Student Performance and Progress (CAASPP) in order to align state assessment and accountability policies with the newly adopted Common Core State Standards (CCSS). At the heart of the new performance and accountability system is the Smarter Balanced Assessment. The Smarter Balanced Assessment is designed to evaluate a student’s full range of college- and career-readiness as defined by the CCSS.

  • How Stakeholder Engagement Fuels Improvement Efforts In Three California School Districts

    Daniel C. Humphrey, Julia E. Koppich, Magaly Lavadenz, Julie A. Marsh, Jennifer O'Day, David N. Plank, Laura Stokes, Michelle Hall. Policy Analysis for California Education. February 2018

    California’s Local Control Funding Formula (LCFF) was signed into law in 2013, and represents the most significant change in California education finance and governance in 40 years. It moves additional funds to districts with students in poverty, English language learners, and foster youth. The LCFF sends supplemental funds to districts based on unduplicated counts of these target student groups and concentration funds to districts with high proportions (over 55%) of these same students. In addition, the LCFF eliminates nearly all categorical funding and pushes decision-making about how best to allocate resources to the local level. The LCFF also requires districts to develop a Local Control and Accountability Plan (LCAP) with meaningful local community engagement of parents, community members, students, and educators.

  • Community Collaboration in Teacher Recruitment and Retention

    Sherrie Reed. Policy Analysis for California Education. January 2018

    High quality instruction delivered by effective teachers is the key to student success. Hiring, developing and retaining good teachers are therefore the most important tasks of our public schools. The tasks of teacher recruitment and retention have traditionally been delegated to the human resource department within school districts, but leaving these critical responsibilities to a single office is no longer sufficient. The ability to find, support, and keep good teachers is a community challenge, which demands innovative solutions collaboratively developed by diverse stakeholders.

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