Recent research finds that targeted retention bonuses tied to teacher performance have the potential to yield significant benefits to students in low-performing schools.
Ensuring the academic success of ELs requires many different and multi-pronged services and policies.
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.
Analyzing seven years of post-graduation data from more than 20,000 students who attended Washington state's community and technical colleges, researchers found that community college credentials that take more than a year to complete lead to substantial wage increases and greater likelihoods of employment in most fields. This raises concern about the facts that in the last decade state funding towards community college education has faced a downward trend, and that during the same time period short-term certificates have ballooned as a share of community college credentials in most states.
A recent study of California community colleges investigates whether there were differences in male students’ academic success and course retention by racial/ethnic affiliation.
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.
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.
A new study of California teachers and principals shows that policies and programs that focus on sexual orientation and gender identity are linked to lower bullying, especially in schools that need it the most.
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.
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.