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In the fall of 2019, hundreds of thousands of California’s students were learning in classrooms staffed by teachers who were not fully certified. Shortages vary across the state and by subject and are likely to be further impacted by the COVID-19 pandemic. However, a number of policy solutions have the potential to mitigate ongoing shortages.
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In 2020, internet connectivity and adequate devices are a necessity, not a luxury. And the cost of providing our young people with these necessities is well within our reach. Federal investments are critical to ensuring all students have the high-speed broadband and technological devices they need to access instruction and support. This includes making sure that any technology provided is accessible for English learners and for students with disabilities.
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Districts play an essential role in the success of school principals, including by fostering a collaborative culture and ensuring that site leaders have needed resources and supports. These structures and practices are important all the time, and have become even more critical during the pandemic. This blog explores how the systems and practices set up by the San Diego Unified School District are supporting principals during the COVID-19 crisis.
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“Positive outlier” districts in California have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and cultivating their talent to enable some to move into principalships and central office positions.
Stephanie LevinMelanie Leung-GagnéAdam K. Edgerton Caitlin Scott
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Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.
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San Francisco's Gateway Public Schools is a public charter organization with a lottery entrance system prioritizing local residents and students from low-income families. They emphasize positive school climates with a focus on inclusivity, restorative practices, and high expectations that meet students where they are—research-based practices shown to foster success for all students.
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Some districts in California are beating the odds when it comes to supporting student success across all demographics. Developing and retaining high-quality teachers is one strategy these districts use. This brief looks at lessons learned from the strategies these districts use.
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The entire country is grappling with educational access during the COVID-19 pandemic. Persistent shortages of well-prepared teachers remain a dire concern, and are distinctly worse in districts serving the highest numbers of students from low income families. California has taken steps to address shortages in recent years—this report highlights the primary factors driving shortages and shares research on eight key strategies that can attract and retain well-prepared teachers.
Anna MaierJulie AdamsDion BurnsMaya KaulMarisa SaundersCharlie Thompson
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Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments.
Anna MaierJulie AdamsDion BurnsMaya KaulMarisa SaundersCharlie Thompson
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When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts.
