School and District Reform

Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective?

As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. A recently published study asks which of these options is more effective.

Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency

Comparing students with the same parental preferences but who attend different programs, this study finds that the ELA test scores of English Learners in all bilingual programs grow at least as fast as, if not faster than, those in English immersion. The same is generally true of math. Further, Latino ELs perform better longitudinally in both subjects when in bilingual programs than their Chinese EL counterparts.

Becoming Unionized in a Charter School: Teacher Experiences and the Promise of Choice

Even though charter schools were founded as places where autonomy and innovation would flourish, the flexibility granted to charter school operators has not automatically been extended to its teaching force. A recent case study of charter school teachers who chose to unionize provides important lessons for teachers and management of other charter schools.

The Training Needs and Interests of School Counseling Intern Site Supervisors

The role of school counseling site supervisors is critical for the professional development of school counseling interns, yet very few counselors have received training for this important work. Our survey of 220 practicing school counselor intern supervisors in California revealed that the majority of respondents feel unprepared for this role, and are interested in more training and support. Results suggest an opportunity for counselor education programs to collaborate with school counselors to close this training gap.

The Potential for School-Based Interventions that Target Executive Function to Improve Academic Achievement: A Review

Over the last 10-15 years, there has been a growing interest in the potential for school-based interventions that target executive function to improve academic achievement. Such approaches have a great deal of intuitive appeal.  However, a review of the literature finds that while there is a moderate unconditional association between executive function and achievement, to date, there is no strong evidence that a causal association between the two exists.

The Racial School Climate Gap: Within-School Disparities in Students’ Experiences of Safety, Support, and Connectedness

There are significant differences in school climate experiences among various student subgroups within California middle schools, and a significant relationship between the racial climate gap and racial achievement gaps.

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