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Reports & Research
A report released Monday by The Education Trust shows that schools often lumped together as “low performing” are not all alike. Examining data from reading and mathematics assessments for elementary and middle schools in ten states, the study’s authors found that some low-performing schools remain stuck year after year, and others that started low performing are among the fastest improvers in their states. The report, “Stuck Schools: A Framework for Identifying Schools Where Students Need Change—Now!” examines what’s actually happening—and what is not—in our lowest performing schools...
High standards and plain old hard work – rather than simply searching for a charismatic principal – leads to higher achievement in middle schools. That’s the major conclusion of new broad-based research study from EdSource, drawing on information gathered at hundreds of California schools. The report finds that middle grades schools in which middle- and low-income students do well academically have a lot in common...
A new report, "School-site Administrators: A California County and Regional Perspective on Labor Market Trends," highlights expected need for new principals and vice-principals driven by projected growth in student enrollment and looming retirements over the next 10 years. The study indicates that the ten counties with the highest student enrollment will drive much of the overall numbers of school-site administrators needed in the coming decade...
State Superintendent of Public Instruction Jack O'Connell last week announced the availability of a new resource to help close the achievement gap by improving the culture and climate of the teaching and learning environment at schools. The Workbook for Improving School Climate & Closing the Achievement Gap is designed to give teachers and school leaders step-by-step guidance on how to interpret and respond to the results of their state-sponsored school climate surveys...
A study from the UCLA Institute for Democracy, Education and Access gives a good indication of the devastating effect that $17 billion in cuts to California’s education budget has had on students. The study compiled responses from 87 principals throughout the state. The principals represented various demographics, including school size and type, ethnic and socio-economic factors. The report included six key findings:...
Highly accomplished teachers assessing the merits of the No Child Left Behind Act give the federal legislation a mixed report card, according to a study by University of California, Riverside researchers that appeared this week in Policy Matters, a quarterly journal published by UCR. Researchers Patrick Guggino, who earned his Ph.D. in education from UCR in 2008, and Steven Brint, professor of sociology, surveyed more than 740 of California’s most accomplished teachers to assess the effectiveness and unintended consequences of the No Child Left Behind Act...
After decades of concern that girls were being shortchanged in male-dominated schools, there are now some people worrying about whether boys are actually the ones in peril. In the article “Gender Gap,” available online and appearing in the forthcoming Spring 2010 issue of Education Next, Richard Whitmire, author of the book Why Boys Fail, and Susan McGee Bailey, principal author of the 1992 report How Schools Shortchange Girls debate whether schools are now shortchanging boys...
Adding another bruise to the state’s reeling ego, literacy rates fell in every major California city in 2009 according to Central Connecticut State University’s (CCSU) annual ranking of literacy rates in major cities across the country. California and Texas cities represent sixteen of the bottom twenty five cities on the list—nine and seven cities, respectively. A “major city” is defined as having a population over 250,000. Alone at the top of the list amongst its California peers, San Francisco fell from No. 5 to No. 12, wiping out a three year trend of increases from No. 9 in 2006 to No. 5 in 2008...
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