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
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Views from the 2021 PACE/USC Rossier Poll
Growing inequities and lessons learned during the COVID-19 pandemic together with billions of dollars in new funding present an opportunity to make substantial changes to K–12 education to better serve all students in California. In May 2021, PACE…
Report
California’s school system is under tremendous long-run fiscal pressure; allocating resources efficiently is therefore paramount. Efficient allocation means more money spent on the most effective policies and interventions; less waste; and…
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Restarting School with Equity at the Center
This brief was developed by California-based family and student engagement organizations, associations representing educators and system leaders, research institutes, and civil rights and equity groups. The recommendations arise from the evidence…
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California districts were forced to shift to distance learning models in the spring of 2020 and the transition to distance learning for students in the early grades—transitional kindergarten through third grade (TK–3)—has proved difficult for…