Policy Analysis for California Education and CORE, an organization representing eight urban school districts in California, released a new practice brief highlighting lessons learned on implementing social and emotional learning programs from the CORE districts.
With an increased appreciation of students’ social-emotional skills among researchers and policy makers, many states and school districts are moving toward a systematic process to measure Social-Emotional Learning (SEL). In this study, we examine the measurement properties of California's CORE...
One in 4 California school districts received notice that they must work with county offices of education or with a new state agency to improve the education of at least one of their student groups that were ranked among the...
High school seniors around the country are feeling apathetic toward their classes during their final semester, which often carries over and negatively affects their freshman year of college. The epidemic, commonly known as “senioritis,” is the topic of a recent...
California has embraced Social Emotional Learning (SEL) as a crucial aspect of education, integrating emotional management, positive goal setting, empathy, and relationship skills into academic success. This commitment is evident in the state's adoption of SEL components in its educational standards and accountability systems. However, while the state is implementing surveys to gauge school climate, it's yet to fully understand how these relate to academic progress or link social-emotional learning to overall school improvement. The CORE districts have taken strides by measuring specific competencies like self-management and growth mindset, finding that these skills predict student performance at different academic levels. Yet, educators need guidance on using this data for improvement. PACE is studying the CORE districts' innovative accountability system to pinpoint successful policies and practices regarding SEL, aiming to reduce disparities among student sub-groups. Understanding how learning environments foster SEL can inform efforts to improve education across California and potentially nationally. Moving forward, California needs to focus on developing educators' capacity to utilize SEL data effectively and invest in integrating SEL in both school-day and expanded learning environments for continuous improvement.
When we think of school we too often picture rows of students sitting quietly at their desks, listening to the teacher or reading a textbook. This familiar image of a quiet classroom and docile students is and should be increasingly...
When we think of school we too often picture rows of students sitting quietly at their desks, listening to the teacher or reading a textbook. This familiar image of a quiet classroom and docile students is and should be increasingly...
A new study challenges the prevailing belief that improving school climate and reducing violence directly lead to enhanced academic performance. Analyzing data from California schools over time, it suggests a different causal relationship: improved academic performance appears to drive reduced violence and a better school climate, rather than the reverse. These findings underscore the importance of integrating social-emotional, climate, and violence reduction programs into broader academic reforms rather than treating them as separate entities. The study highlights the necessity of further research in diverse settings using both quantitative and qualitative methods to understand this causal process thoroughly. It emphasizes that schools striving for academic improvement should consider addressing issues of climate and victimization as part of their academic reform efforts, highlighting the potential positive impact on teacher-student relationships. Additionally, the study proposes integrating measures of climate, violence, and academics within state accountability systems, aligning with the Every Student Succeeds Act, to support school improvement initiatives. Such an integrated approach, the study argues, will not only enhance academic outcomes but also ensure student safety, support well-being, and foster positive behaviors.
As students transition through school—from the elementary to secondary grades, even from school to school—they often become uncertain about their sense of belonging. And that uncertainty can, in turn, translate to poorer cognitive skills and declining gains.
Evidence confirms that student skills other than academic achievement and ability predict a broad range of academic and life outcomes. This evidence, along with a new federal requirement that state accountability systems include an indicator of school quality or student...
For more than a decade, LGBTQ students have faced significant challenges in schools, enduring bullying and feeling unsafe, affecting their academic and mental well-being. California's groundbreaking law, AB-537, passed over 15 years ago, marked a pivotal moment, establishing comprehensive protections against discrimination based on sexual orientation and gender identity (SOGI) in education. In response, schools implemented inclusive measures such as teacher training, diverse curriculum, and support groups like gay-straight alliances (GSAs). While earlier studies focused on student perspectives, a recent study analyzes statewide data from over 3,700 teachers and nearly 100 principals in California. The findings reveal that schools emphasizing SOGI-inclusive policies experience reduced bullying, particularly in environments perceived as less safe by teachers, highlighting the significance of these policies in creating safer school climates. This research underscores the importance of combining and accessing varied data sources to gain a comprehensive understanding of school environments, ultimately shifting the focus from individual students to systemic approaches for creating inclusive and safe school environments for all students.
In recent years, interest has grown in school-based interventions targeting executive function to boost academic success. Executive function, crucial for goal-oriented behavior in academics, has shown correlations with weaker academic performance, notably in reading and math. However, uncertainties persist regarding a direct causal relationship. A comprehensive review of 67 studies revealed a moderate link between executive function and academic success, especially in K–12 reading and math. Yet, when accounting for background factors like socioeconomic status or parental education, only a few connections remained robust, suggesting a less straightforward association. While interventions displayed potential in enhancing executive function, they lacked substantial evidence directly connecting these improvements to academic progress. More thorough research is crucial to definitively establish whether enhancing executive function translates into improved academic performance before implementing widespread school programs.
When we think of elementary and secondary schools, many of us picture students in classrooms taught by lone teachers, overseen by a principal. In reality, many adults work in schools other than teachers and principals. It may be surprising to...
A new study delves into racial and ethnic disparities in academic achievement within California middle schools and their correlation with school climate, a concept encompassing safety, relationships, and participation opportunities. Analyzing data from the California School Climate, Health, and Learning Survey (Cal-SCHLS) across 754 middle schools, the research focuses on Black-White and Hispanic-White racial climate gaps. It identifies differences in students' perceptions of safety, relationships, and participation based on race within the same schools. Notably, Black students reported lower levels of safety and relationships compared to White peers, while Hispanic students experienced lower safety, relationships, and participation opportunities than their White counterparts. The study also links larger racial achievement gaps to corresponding disparities in perceived safety, relationships, and participation. It emphasizes the importance of considering subgroup-specific climates instead of a general school-level assessment. Particularly relevant for California's education system, which integrates school climate measures into its accountability systems, the study highlights the need for targeted action plans addressing diverse subgroup experiences to promote educational equity.
Researchers explore the correlation between classroom physical activity breaks and children meeting recommended daily activity levels, along with their classroom behavior. In California, where Physical Education (PE) is mandated every 10 days, but not daily, some schools incorporated 10-minute physical activity breaks within classrooms. Across 24 elementary schools in six districts, 70% of teachers attempted these breaks, with 44% regularly implementing them, averaging 15 minutes daily. Students in classrooms with these breaks were 75% more likely to meet the 30-minute daily activity goal and exhibited improved classroom behavior—less lack of effort, motivation, or inattention. Notably, only a third received mandated PE minutes, making classroom activity crucial. The findings suggest that evidence-based classroom physical activity breaks offer promise in ensuring adequate physical activity during school hours and positively impacting student behavior. Enforcing mandated PE minutes alongside classroom breaks could optimize physical activity opportunities for students.
Schools face the dual responsibility of educating children and providing health services to over a million students in California with special health care needs (SHCN). These students are at higher risk of academic struggles and absenteeism. However, schools often lack awareness of these students’ conditions, neglecting their unique health needs. The absence of specific regulations leaves decisions about health services and staffing to individual districts. Alarmingly, 57% of districts in 2013 had no school nurses, while those with nurses had ratios far exceeding recommended levels. In the absence of nurses, unlicensed staff handle critical health procedures. The lack of state guidance and dedicated funding exacerbates these challenges. To address this, California should mandate systematic identification and care for students with SHCN, track health emergencies, monitor attendance and educational outcomes, and ensure standardized training for all staff delivering health services. These steps could safeguard the health and academic success of all students, aligning with the proven link between health and academic performance.
A new study investigated how bullied and victimized students utilize School Health Centers (SHCs) in California. They found that these students were more likely to access SHC services compared to non-bullied peers, indicating the significance of SHCs in identifying and supporting affected youth. Analyzing data from over 2,000 high school students across 14 urban public schools with health centers, several trends emerged. SHC usage was common across various ethnic groups, with a higher tendency among victimized students. Despite this, concerns about confidentiality hindered some bullied students from accessing SHC services. The study emphasizes the pivotal role of SHCs in tackling bullying through preventive measures, early detection, and intervention strategies. These centers are well-placed to partner with schools and communities, conduct screenings, and offer a range of support services, including mental health counseling. However, to address remaining confidentiality issues, SHCs must clearly communicate the confidentiality of health information. Resources from California SHC organizations and local adolescent groups can assist in making SHCs more accessible to vulnerable youth.
In the United States, adolescent suicide rates are concerning, with over 15% considering suicide and 7.8% attempting it. Military-connected youth, with a parent in the military, exhibit higher rates of suicidal behavior compared to their non-military peers. A new study using survey data the California Healthy Kids Survey (CHKS) revealed that these youth have increased odds of suicidal thoughts, planning, and attempts, even needing medical treatment for such attempts. Factors like frequent relocations and parental deployments contribute to their heightened risk, compounded by typical adolescent stressors. This calls for better identification and support for military-connected adolescents by healthcare providers, educators, and mental health professionals. Awareness of their unique challenges, including deployments and relocations, is crucial for tailored prevention and intervention strategies. Given California's high number of active military installations, targeted programs for these youth, addressing all aspects of suicidality, are particularly vital.
Addressing the academic achievement gap among minority and low socioeconomic status students, especially in majority-minority states like California and Texas, has gained attention regarding language variety as a potential factor. A study reviewed by Educational Policy presents recommendations for state policymakers based on a Texas Legislature-commissioned study. This study urges recognizing students who speak language varieties other than standard English as Standard English Learners (SELs), highlighting their unique educational needs. The expert panel offers five key recommendations: enhancing educators’ understanding of language diversity, teaching strategies for students to acquire standard English, integrating language variety into curricula, and fostering a tolerant environment among stakeholders. The study emphasizes the necessity of increasing teacher capacity to identify and support SELs in classrooms, proposing considerations and strategies for states or local education agencies (LEAs) to design effective programs and policies. The report advocates for legislative and administrative actions to equip teachers for specialized instruction to meet the needs of SELs and ensure policy success.
The U.S. Department of Health and Human Services recommends youth engage in at least 60 minutes of daily physical activity, which benefits both health and academic performance. However, few meet this target, especially during school hours. This study analyzed four school-based strategies to increase physical activity: after-school programs, extended school days with mandatory PE, in-class activity breaks, and before-school programs. Economic analysis revealed that extended school days with mandatory PE and short in-class activity breaks were the most cost-effective approaches, with breaks costing less than $5 per student annually. After-school programs, though costly, offered additional childcare benefits. Program cost was largely influenced by duration and staff ratios. Incorporating activity breaks during the school day was highlighted as a low-cost, effective method to increase youth physical activity, reaching more students and addressing their largely sedentary behavior. The study emphasized that such breaks are particularly cost-effective for increasing physical activity without significantly altering the school schedule.
Around 2.6 million American children have a parent currently or formerly incarcerated, constituting nearly 10% of those under 18. While the impact of parental incarceration on generations has gained attention, little research explores its effects on elementary-aged children’s education. Using Fragile Families and Child Wellbeing Study data, our research unveils a link between paternal incarceration during ages one to five and increased likelihood of grade retention in kindergarten to third grade. Notably, this isn’t tied to test scores or behavior issues; rather, teachers’ perceptions of academic ability seem pivotal. This highlights teachers’ role in children's lives post-paternal incarceration. It also underscores the interconnectedness of family, education, and the penal system. Educators could benefit from training to support kids of incarcerated fathers, while the penal system should recognize its impact on children’s education. Holistic policies acknowledging these links are crucial to break the cycle of inequality across generations.
Research published in the journal Social Problems investigates the impact of residential segregation on educational outcomes among over 2500 youths aged 14 to 26. Findings reveal that higher segregation significantly reduces high school graduation rates for poor and black students, contrasting with no discernible impact on white or affluent youths. Students from disadvantaged backgrounds in less segregated areas showed improved graduation rates. Conversely, segregation didn't affect educational success for privileged students. The study suggests that desegregation could enhance outcomes for disadvantaged groups without impeding the privileged, emphasizing how integrated areas generally achieve higher educational attainment overall. This research highlights the potential of residential integration to uplift disadvantaged students without hampering the success of their more advantaged counterparts.
Recent state policies, such as Proposition 227 in California, advocate integrating English Language Learner (ELL) students into general education classrooms alongside non-ELL peers. While existing research has mainly focused on ELL student outcomes, a new study explores how the presence of ELL students impacts the social development of their non-ELL classmates, an area less explored in prior studies. Utilizing data from kindergarten and first grade students, the study examines the relationship between the number of ELL classmates and the social development of non-ELL students. Findings suggest a positive correlation: higher numbers of ELL classmates relate to reduced problem behaviors and enhanced social skills among non-ELL students. Additionally, teacher training in English as a Second Language (ESL) appears to amplify these positive effects. This understanding holds significance for California's educational landscape, witnessing an increase in ELL students in general education settings. Identifying influential classroom factors can shape more effective practices, particularly in fostering social development, crucial for lifelong educational success.
A new survey examines California elementary school officials' awareness of AB-2109, a law tightening personal belief exemptions for school immunizations. Findings revealed limited understanding among respondents, with low awareness and knowledge of the law's details. Only health workers showed better comprehension. Despite this, schools planned to communicate the requirements to parents. Yet, officials highlighted the need for more staff education, district guidance, and support materials. The survey emphasizes the necessity of further information dissemination about AB-2109 to all school staff involved in implementing immunization policies, from enrollment to parent interaction, to ensure effective compliance.
The stringent focus on standardized tests in California has narrowed teaching to align with state assessments, potentially reducing exposure to subjects like the arts, especially for disadvantaged students. To test the impact of arts exposure, a large-scale experiment took students to an art museum. Results showed a significant improvement in critical thinking skills, notably among minority and economically challenged students, with a 9% increase in the critical thinking measure after the museum visit. Despite the modest intervention—a brief museum visit guided by professionals—students reaped notable benefits. This suggests that cultural institution visits could offer meaningful learning experiences. Policymakers and educators should consider targeting such opportunities, especially for disadvantaged students. The study highlights the risk of curtailing such experiences due to budget constraints and test pressures, underscoring the potential loss of valuable outcomes like critical thinking skills. Therefore, preserving or enhancing these experiences is crucial for students' holistic development, particularly for those facing economic challenges.
