TOPIC

Continuous school improvement & support

Continuous School Improvement and Support

California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California’s Local Control Funding Formula (LCFF) and Local Control and Accountability Plan (LCAP) process encourage the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every Student Succeeds Act (ESSA) reinforces this local control, requiring more comprehensive assessment of school performance and a less prescriptive, local approach to school support.

Calls for “continuous improvement” in California’s K-12 education system are central to current discussions about school improvement in the state. Yet, definitions of continuous improvement vary, and knowledge of what continuous improvement looks like in practice is limited.

PACE research addresses the challenges of those working in this changing accountability landscape by providing descriptions of continuous improvement in diverse educational organizations and by identifying the supports and challenges necessary to take new improvement approaches to scale.

Recent Topic Publications
Policy Brief Myung Feb 2020
A Summary of the PACE Policy Research Panel
More than 725,000 of California’s K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill-equipped to serve them. This brief summarizes the findings from the PACE Policy Research Panel on…
Policy Brief Gee February 2020
Characteristics, Outcomes and Transitions
In this brief, we leverage data from eight school districts, known as the CORE districts, to describe students with disabilities (SWDs) by their characteristics, outcomes, and transitions into and out of special education. We found that the most…
PB Lambert Feb 2020
While California Common Core State Standards in Mathematics (CA CCSSM) call for rigorous mathematics for all students, students with disabilities have not been provided equal access to instruction that meets these standards. Universal Design for…
Policy Brief Stahmer Feb 2020
This brief provides recommendations for the professional development (PD) of teachers, administrators, and school personnel in order to improve student outcomes. The significant achievement gap for diverse learners—including students with…