The alliance intended the website to serve as a guide for parents and the public that may be unaware of the significant shifts in policy under Gov. Jerry Brown and the State Board of Education that he appointed. To support its recommendations, the website frequently cited findings in the project Getting Down to Facts, three dozen studies that looked at the state of K-12 education and its needs.
Napa Valley Register
Newsom appeared to intuit this long before that report emerged. Newsom told the Oakland-based EdSource lobbying group California and the nation need “a new way of thinking about education as a lifetime pursuit. Our role begins when babies are still in the womb and doesn’t end until we’ve done all we can to prepare them for a quality job and successful career.”
So far, Newsom has not proposed any specific programs to make his vision real, but it’s clear government spending on education can change outcomes. The Stanford-PACE report found that spending $1,000 more per student at the high school level produced “significant increases in high school graduation rates and academic achievement, particularly among poor and minority students.”
The New York Times
Even among the most engaged voters, the race for state superintendent may not attract much attention. But it is attracting huge amounts of money: upward of $43 million, mostly funneled to outside groups running advertisements in the race.
The battle for the state school’s chief is between two Democrats: Tony Thurmond, a state assemblyman from the Bay Area, and Marshall Tuck, a former education executive from Los Angeles. The state superintendent, a nonpartisan office, does not have any independent policymaking authority, making the costly race even more peculiar. But charter school supporters have thrown millions behind Mr. Tuck, while the state teachers’ unions have given their dollars to attract votes for Mr. Thurmond.
We spoke to Julie Marsh, a professor of education policy at the University of Southern California, to understand the significance of a race between candidates who agree on many major education issues, including more state funding for schools. Here is our interview, which has been condensed.
California State University, Sacramento
CelebrateEd: Join Sacramento State for a week of events to celebrate the scholars, partners and innovators who are making change in California schools (September 17-21)
Dr. Heather Hough has been named PACE’s new Executive Director, after an extensive national search. Dr. Hough brings a unique combination of experience in policy research and practice improvement, and has worked with PACE in various capacities since 2008. PACE will also bring in three new Faculty Directors: Christopher Edley, Jr. from UC Berkeley, Cecilia Rios-Aguilar from UCLA, and Deborah Stipek from Stanford University, who will join Julie Marsh (University of Southern California) and Michal Kurlaender (UC Davis) in providing strategic leadership for PACE.
Nowhere is a data-informed approach to social-emotional learning more pronounced than in California's CORE Districts, which embarked on a groundbreaking effort in 2013 to capture a more holistic vision of student success and school quality. There, eight of the largest districts in the state have incorporated Social-Emotional (SE) and Culture and Climate (CC) survey data into their measurement systems.
Hans Fricke, the director of quantitative research at Policy Analysis for California Education, which is based at Stanford, and a collaborator on this study, says the findings show that it's possible to overdo it when it comes to giving parents advice.
"You have to be careful how much you actually try to get across at any point and time," said Fricke. "Otherwise, you might risk that parents opt out of it or don't pay attention anymore."
California’s superintendents overwhelmingly support the state’s Local Control Funding Formula (LCFF) and its underlying goal of promoting more equitable allocation of resources for high-needs students, according to the first comprehensive survey of how district superintendents view the five-year old law.
In “Superintendents Speak: Implementing the Local Control Funding Formula,” being released June 27 by the Local Control Funding Formula Research Collaborative (LCFFRC)*, 94 percent of the 350 superintendents surveyed agree with the statement, “Students with greater needs should receive additional resources.”
As they progress through school, students are getting better at believing they can master challenging subjects, but they are getting worse at managing their behavior and empathizing with others.
Those are highlights of a recent study of nearly 400,000 California students in some of the state’s largest school districts, which have collaborated over the past several years to teach and measure a common set of social-emotional learning skills.
As the conversation grows over how to measure SEL among students grows, gathering their own perspectives is an important part of the picture. States are also beginning to include student surveys as one piece of their accountability plans for the Every Student Succeeds Act (ESSA).